Ensino de Química e o uso de agrotóxicos: Saberes conjuntos entre escola e comunidade

Abstract

The Teaching of Chemistry in Basic Education is presented, often, in a disjointed way with the reality of the student, prioritizing the quantitative aspects. Thus, the search for methodologies that favor the development of this area of knowledge is increasingly entering the scope of research on the school space, in order to promote innovative teaching. Thus, the present research aimed to relate the popular knowledge of family farmers, parents of students of the 9th grade, from the pesticides generator theme, in order to raise awareness about the risks of unrestrained use of these products, as well as to study them through subject substance and blend. It was a qualitative study, characterized as participant research. Participants of the study were family farmers and eighteen students from the ninth grade of a public school in the final years of Primary School in the municipality of Riachão do Bacamarte-PB. It was an instrument for collecting data, a questionnaire composed of subjective questions. Participating students, in addition to responding to the questionnaire, were involved during the pedagogical intervention in collective activities, reading, discussion of texts, problem solving, research with farmers in the municipality, seminars and textual production. In order to do so, the students were asked to propose a teaching, based on the theoretical assumptions established by the National Curricular Parameters (NCP) and Science, Technology, Society and Environment (CTSA). The data were analyzed based on the content analysis proposed by Bardin (2011). The data obtained showed a good progress and a good performance on the part of the students regarding the resolution of problems with the subject substance and mixture. After the application of the proposal, it was also observed that the students realized the social and environmental implications caused by the inadequate use of the pesticides, as well as reflections and a better understanding of the subject, highlighting the importance of introducing social and environmental issues in the Teaching of Chemistry in a CTSA perspective.