Estudo da contribuição do ensino de química para as concepções socioambientais dos alunos do 2º ano do ensino médio

Abstract

The search for the relation of the content studied in the classroom with the life of the student is quite discussed, since this relation seeks to make possible the teaching of sciences in order to stimulate the interest of the student. Therefore, having this relationship together with the socio-environmental issues that emerge daily in society, a challenging practice will have to be set up in view of a direct relationship between teaching and learning. The classroom development of practices that favor the science, technology, society and environment (ctsa) approach enables a future generation to become more aware of its role in addressing the problems in this contemporary world. In this way, we believe in the inclusion of themes with this approach in the classroom, as well as the promotion of critical position of the student and the reflection on their pre-established conceptions. This research was developed as a case study in a qualitative approach, with the objective of interpreting practices and evaluating the learning of students' chemistry concepts related to socioenvironmental issues, being composed of questionnaires, guided technical visit, round of talk and simulated jury. The proposal was applied in a class of the 2nd year of high school, of a public school in the triângulo mineiro, located in an area rich in water sources, rivers and near a water treatment plant (eta). The results obtained showed that for the student moments of reflection on the socioenvironmental issues are fundamental, since they arouse the interest in questioning and exposing their opinions, in dialoguing with their experiences and proposing the solutions to these questions pertinent to environmental problems, especially those related to water. The theme water was worked theoretically in room so that the student perceived its physical-chemical properties and importance to the society. The research made it possible to identify the relationship that the student of the second year of high school establishes between school knowledge and empirical knowledge. The use of socioenvironmental themes based on developed didactic sequence constitutes a teaching practice that collaborates with the process of construction and development of scientific literacy by the student.