A arte como ferramenta para o ensino de química : uma análise bibliográfica

Abstract

Chemistry, as a science that investigates the composition and transformation of matter, faces significant challenges in the teaching-learning process, especially due to its traditional and poorly contextualized approach. In view of this, this work proposes a bibliographic analysis on the use of art as a pedagogical tool in the teaching of Chemistry, seeking to understand how different artistic languages have been integrated into educational practices to make learning more dynamic, meaningful and humanized. The research was conducted through an integrative review, with a mixed approach (qualitative and quantitative), allowing a broad and critical analysis of the scientific production on the subject. Inclusion criteria were used that considered articles published between 2015 and 2025, with clear methodologies and focus on the relationship between art and chemistry teaching, excluding duplicate, incomplete or missing relevant data. The sources consulted were REDEQUIM, Química Nova na Escola, Portal de Periódicos da CAPES and Journal of Chemical Education, totaling 55 articles analyzed. The results reveal that the visual arts, theater and literature are the most recurrent languages, with emphasis on the use of comic books, dramatizations and cordels as didactic resources. Most of the productions are concentrated in High School, evidencing the search for strategies that dialogue with the youth universe and promote greater engagement. The methodological analysis of the studies points out that the integration between art and Chemistry favors the development of skills such as creativity, critical thinking, empathy and oral expression, in addition to contributing to an interdisciplinary approach that is sensitive to the sociocultural context of the students. It is concluded that art, when incorporated into the teaching of Chemistry, not only expands the pedagogical possibilities, but also strengthens a more accessible, reflective and transformative education. The research contributes to the field of Chemistry Teaching by evidencing innovative methodological paths and points to the need for greater institutional appreciation of interdisciplinarity, as well as for future investigations that explore artistic languages that are still little addressed, such as dance and the integrated arts.