Análise bibliográfica sobre o ensino contextualizado da tabela periódica

Abstract

This Course Conclusion Paper (CCP) consists of a literature review aimed at identifying and examining contextualized pedagogical methodologies and strategies for teaching the Periodic Table (PT). The objective is to overcome the traditional approach, which is often abstract and based on mechanical memorization in High School education. The research is classified as a bibliographic study, based on the selection and analysis of 15 scientific articles published in Brazilian journals, such as Química Nova na Escola and CAPES-indexed journals, between 2019 and 2025, using the terms “periodic table,” “contextualization,” “chemistry teaching,” and “didactic resources.” The results indicate that the most common and effective pedagogical strategies focus on interdisciplinary contextualization, integrating Chemistry with socially relevant topics such as Nutrition, Technology, Sustainability, and Ethnochemistry, as well as the use of Digital Information and Communication Technologies (DICTs). From a methodological perspective, the qualitative approach stood out, with Action Research emphasized as the main method for the development and evaluation of didactic proposals. Contextualized methodologies have a significant impact on learning the Periodic Table, making the teaching process more dynamic and relevant. However, a significant gap was identified in the literature regarding studies focused on initial and continuing teacher education, indicating the need for further investigation in this area to strengthen innovative pedagogical practices.