Analysis of parody on electrochemistry, authored by students, as a didactic strategy in teaching Chemistry

Abstract

In this study, we analyzed parodies on electrochemistry, authored by students, as a didactic strategy in the teaching of Chemistry, with the aim of evaluating the intertextuality present in them and identifying the chemical concepts of the Electrochemistry content mobilized by the students. The research developed is qualitative, with the participation of 42 students from the 2nd grade of high school from a public school in the metropolitan region of Recife-PE, and followed four stages: elaboration of the questionnaire; didactic intervention planning; development of didactic intervention; data analysis. From the results of the analysis we can say that the students maintained, to different degrees, the intertextuality in the elaborated parodies and mobilized different chemical concepts of the content of Electrochemistry. Therefore, we highlight the elaboration of parodies, authored by students, as one of the didactic strategies in the teaching of Chemistry.