A LUDICIDADE COMO ESTRATÉGIA NO ENSINO DE QUÍMICA: DESENVOLVIMENTO E APLICAÇÃO DE UM JOGO DE TABULEIRO EM QUÍMICA ORGÂNICA

Abstract

Chemistry education in Basic Education faces historical challenges related to the excessive memorization of formulas and nomenclatures, the abstract nature of the content, and students' lack of interest in the subject. Given this scenario, this undergraduate thesis aimed to develop and apply the educational board game Organic Trail – Trilhando a Química Orgânica as a playful strategy in the teaching of Organic Chemistry, analyzing its contribution to learning, engagement, and content comprehension among third-year high school students. The research adopted a qualitative approach, of an applied nature and interventional character, conducted at Escola Estadual de Ensino Médio Maria das Graças Rocha Rodrigues, in the municipality of Brasiléia, Acre, with the participation of 33 students from the 3rd year A class. The game was structured into four categories of challenge cards — green, blue, yellow, and red — covering content such as the recognition of organic functions, IUPAC nomenclature, classification of carbon chains, and isomerism, organized into increasing levels of complexity. The intervention was conducted by the researcher herself, who acted as a mediator, after the class's regular teacher had already covered the corresponding theoretical content. Data collection was carried out through structured participant observation and a semi-structured evaluative questionnaire with Likert-scale and open-ended questions. The results showed a high acceptance rate for the resource: 94% of students rated the game as good or excellent, 100% considered that the activity made classes more dynamic, and 90% reported some degree of stimulated curiosity about Organic Chemistry content. The game's contribution to content comprehension was rated positively by 69% of participants, and 84% stated that the activity contributed to the selfdiagnosis of their learning difficulties. Therefore, it has been demonstrated that the Organic Trail serves as an effective educational resource capable of fostering collaboration, peer interaction, and student engagement with Organic Chemistry content, thereby contributing to more innovative and meaningful pedagogical practices in Chemistry education.