Methodologies for teaching chemistry: the traditionalism of disciplinary teaching and the need to implement active methodologies

Abstract

Disciplining silence has been used since the colonial period as a tool to discipline students in front of the teacher. Although it is a questionable method, it is not totally negative, since it has brought great educational development. On the other hand, this methodology is no longer applicable today, because it is necessary to adopt active methods that develop the students' critical sense, especially in the teaching of chemistry. Seeking to better understand these methods, this article presents a bibliographic survey for the analysis of two variables, the disciplinarian silence and the use of active methodologies, through the study of books and journals found in the ScIELO and Google Academic databases. In this sense, the objective is to discuss how it is necessary to implement active methodologies in the teaching of chemistry. The work highlighted the need to incorporate active methodologies in the teaching of chemistry in the face of the traditional teaching model that contributes to a disciplinarian silence.