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This paper analyzes the response of the documents National Curriculum Guidelines for Secondary Education (DCNEM) and National Curricular Parameters for High School (PCNEM) regarding the contextualization of teaching Chemistry. With this goal we sought to characterize objectively the proposal to make these documents more effectively significant chemical curricular component for high school students, demystifying the role of teachers as mediators of knowledge and its constant need of improving methods and techniques currently used and above all in search of innovation and reconsidering the chemical concepts covered in class.

CONTEXTUALIZAÇÃO NO ENSINO DE QUÍMICA: UMA ANÁLISE DOS DCNEM E PCNS NA CONSTRUÇÃO DE UM ENSINO MÉDIO SIGNIFICATIVO