O estudo de conceitos químicos em uma abordagem CTSA por meio da temática corantes têxteis

Abstract

The Science Teaching is an area that requires stimulation, arouses interest to lead the students to understand the relations between the scientific contents and the reality that surrounds them. In this sense, the teaching of Chemistry is a challenging practice, which requires methodologies with a focus on contextualization. Considering the need to teach chemical concepts that broadly discuss socioeconomic and environmental conceptions, this research aims to analyze the chemical concepts and socioeconomic and environmental conceptions of high school students through the application of the sequence of activities such as textile dye theme. It is understood that with the increasing evolution of technologies and their consequences for the population, the need is identified to disseminate scientific and technological literacy. Therefore, the inclusion of social themes in the teaching of Chemistry is justified by involving the relationships between Science, Technology, Society and Environment. The research developed was of qualitative approach and was structured in four meetings that prioritized actions such as: experimental activities, discussion wheel, dialogues and expositions of videos and reports. The participants of this research were students of the second year of the Integrated Technical course of intermediate level in Environmental Control. The data showed a need to deepen the Science-Technology-Society-Environment (STSE) approach, not only being restricted to the environmental issue, but also allowing an approach that contemplates different aspects. The STSE approach enabled dialogic interaction in the classroom. However, it also depends on a teacher's posture, more open to listening to the students. In this sense, research has pointed out that a well-planned sequence of activities can contribute to the inclusion of the STSE approach with a function that is not restricted to the illustration of practical applications. However, their approach in this broader perspective depends on a change of teachers' conceptions and their pedagogical practice process that can be triggered by continuous teacher training actions.