<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602025000100108</article-id>
<article-id pub-id-type="doi">10.24065/re.v15i1.2707</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[MÚLTIPLAS ESTRATÉGIAS DE ENSINO PARA INVESTIGAR A CONTAMINAÇÃO DE ÁGUA POR METAIS]]></article-title>
<article-title xml:lang="en"><![CDATA[MULTIPLE TEACHING STRATEGIES TO INVESTIGATE METAL CONTAMINATION OF WATER]]></article-title>
<article-title xml:lang="es"><![CDATA[MÚLTIPLES ESTRATEGIAS DIDÁCTICAS PARA INVESTIGAR LA CONTAMINACIÓN DE ÁGUA POR METALES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lourencetti]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferrarini]]></surname>
<given-names><![CDATA[Francisco Otávio Cintra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de São Paulo  ]]></institution>
<addr-line><![CDATA[Campus Matão São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de São Paulo  ]]></institution>
<addr-line><![CDATA[Campus Matão São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602025000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602025000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602025000100108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este trabalho apresenta um relato de prática educativa referente a uma proposta de ensino para a Prática como Componente Curricular desenvolvida no contexto da disciplina Química Analítica Qualitativa, do curso Licenciatura em Química de uma instituição pública federal do estado de São Paulo. Tendo como base a metodologia da pesquisa-ação, um conjunto de ações didáticas, pautadas em uma perspectiva investigativa e multiestratégica, abordando o tema da identificação de cátions metálicos em amostras de água contaminada, sugeriu-se e ponderou-se a aceitação e a participação de 19 professores em formação. Propondo-se situações práticas e pedagógicas, aplicou-se abordagem metodológica dos 3 Momentos Pedagógicos e diferentes estratégias de ensino, tais como Estudo de Caso, Atividade Experimental Investigativa e Método Cooperativo Jigsaw. Em virtude das reflexões críticas dos alunos, infere-se que a relevância deste trabalho está fundamentada na perspectiva da inovação da ação didática. À vista disso, os discentes explicitaram a importância da proposta de ensino mediante sua participação e exploração em situações investigativas, que estimularam tanto o protagonismo diante dos processos de ensino e aprendizagem quanto da aproximação entre a teoria e a prática. Ao observar o expressivo engajamento e participação dos discentes, sugere-se esta proposta como alternativa viável para fomentar mudanças e para evitar o ensino tradicional de conteúdos da Química Analítica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This work presents an educational practice report on a teaching proposal for Practice as a Curricular Component developed in the context of the Qualitative Analytical Chemistry subject of the Chemistry Degree course at a federal public institution in the state of São Paulo, Brazil. Based on the methodology of action research, a set of didactic actions, guided by an investigative and multi-strategic perspective addressing the topic of identifying metallic cations in contaminated water samples, was proposed and the acceptance and the participation of 19 teachers in training were considered. Providing practical and pedagogical situations, the 3 Pedagogical Moments methodological approach and different teaching strategies were ed, such as case study, investigative experimental activity, and Jigsaw co-operative method. As a result of the students' critical reflections, it can be inferred that the relevance of this study is based on the perspective of innovation in didactic action. Thus, the students explained the importance of the teaching proposal through their participation and exploration in investigative situations that stimulated both their protagonism in the teaching and learning processes and the approximation between theory and practice. Observing the expressive engagement and participation of the students, this proposal is presented as a feasible alternative to encourage change and avoid traditional teaching of Analytical Chemistry content.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este trabajo presenta un informe de práctica educativa sobre una propuesta de enseñanza de la Práctica como Componente Curricular desarrollada en el contexto de la asignatura Química Analítica Cualitativa de la carrera Licenciatura en Química en una institución pública federal del estado de São Paulo, Brasil. A partir de la metodología de investigación-acción, se propuso un conjunto de acciones didácticas, basadas en una perspectiva investigativa y multiestratégica abordando la cuestión de la identificación de cationes metálicos en muestras de aguas contaminadas, y se consideró la aceptación y participación de 19 profesores en formación. Se propusieron situaciones prácticas y pedagógicas, utilizando el enfoque metodológico de los 3 Momentos Pedagógicos y diferentes estrategias didácticas, como el estudio de caso, las actividades experimentales de investigación y el método cooperativo Jigsaw. Como resultado de las reflexiones críticas de los estudiantes, se puede inferir que la relevancia de este trabajo se basa en la perspectiva de innovación de la acción didáctica. Ante esto, los estudiantes explicitaron la importancia de la propuesta didáctica a través de su participación y exploración en situaciones investigativas que estimularon tanto su protagonismo en los procesos de enseñanza y aprendizaje como el acercamiento entre la teoría y la práctica. Observando el compromiso expresivo y la participación de los alumnos, se sugiere esta propuesta como una posible alternativa para incentivar el cambio y evitar la enseñanza tradicional de los contenidos de Química Analítica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Prática como componente curricular]]></kwd>
<kwd lng="pt"><![CDATA[Análise qualitativa]]></kwd>
<kwd lng="pt"><![CDATA[Separação de cátions.]]></kwd>
<kwd lng="en"><![CDATA[Practice as a curricular component]]></kwd>
<kwd lng="en"><![CDATA[Qualitative analysis]]></kwd>
<kwd lng="en"><![CDATA[Cation separation.]]></kwd>
<kwd lng="es"><![CDATA[Práctica como componente curricular]]></kwd>
<kwd lng="es"><![CDATA[Análisis cualitativo]]></kwd>
<kwd lng="es"><![CDATA[Separación de cationes.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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