ABSTRACT:
The Chemistry laboratory very frequently is still considered a place where the notion that its practices should be self-sufficient prevails, in such a way that its production would be decontextualized in relation to the socio-cultural determinations that generated them. But if the laboratory itself with special attention to teaching could be identified as a place where students would be encouraged to relate experimental practices to these characteristics, so that the critical reasoning about such relationship would be encouraged and, thus promoting formative experiences? Based mainly on Theodor Adorno and Walter Benjamin, the main objective and contribution to the field are to discuss that the laboratory can be characterized as a locus for the development of such formative experiences through the socio-historical transformation of thought and action.
Key-words:
Teaching laboratory; Higher Education; Formative experiences; Critical Theory; Frankfurt School