DIFFICULTIES IDENTIFIED BY HIGH SCHOOL STUDENTS IN CHEMISTRY AT A PUBLIC SCHOOL IN FORTALEZA

Abstract

This study aimed to investigate the main difficulties faced by high school students in the Chemistry subject at a public school for Youth and Adult Education (EJA) in Fortaleza, considering the context of the blended learning modality. The research was conducted through a questionnaire applied to 55 students, seeking to understand the challenges related to infrastructure, teaching resources, teaching methodologies and educational gaps accumulated throughout the school trajectory of these students. The results reveal that factors such as the absence of practical classes, the predominance of expository methodologies, the lack of contextualization of the contents and the deficiencies in laboratory resources and teaching materials negatively impact the teaching-learning process of Chemistry in EJA. In addition, the data indicate that most students recognize the importance of Chemistry for their personal and professional lives, but face significant difficulties in understanding theoretical concepts, performing mathematical calculations and relating the contents to everyday life. The students' responses emphasize the need for practical classes, the use of interactive technologies, accessible teaching materials and greater contextualization of the topics covered. It is concluded that overcoming these challenges requires investments in infrastructure, ongoing teacher training, and the adoption of active and contextualized methodologies, promoting a more inclusive and meaningful chemical education that is aligned with the needs of the EJA public.