Metodologia focada na ordem de reação química a partir de uma problemática de desenvolvimento de habilidades e competências discentes e docentes.

This study presents a proposal for an action-research approach to teaching practice following a qualitative document research methodology, applying the anthropological theory of the didactic and the theory of meaningful learning to Chemical Kinetics, a curriculum present in Brazilian high school education. Within this practice, developing a methodology to facilitate the calculation of reaction orders, enhancing the roles of teachers and students, raised questions to be answered: What impact does a methodology focused on the order of chemical reaction have, starting from a problem whose aim is to develop skills and competences that promote the formation of teachers and students, provoking a change in attitude towards socio-environmental issues? Many omissions in wise knowledge and few didactic creations related to experimentation and the process of mathematical modeling were identified in the literature researched. However, in this work, the teaching time in relation to the content and the learning time of the students was respected, and the strategy proved effective in the meaningful, transposition, and praxeological scopes. [ABSTRACT FROM AUTHOR]