Contribuições de uma sequência didática investigativa problematizadora, baseada no enfoque CTSA, voltada ao tratamento de efluentes de lavadeiras de jeans como temática para o conteúdo de soluções no ensino médio

Abstract

Different actors in Science Education argue that school teaching-learning processes are guided by the contextualization and problematization of knowledge. It has also been recommended that proposals take into account the realities in which students are inserted. With this understanding, the research addressed is inserted in the school context of the Agreste region of the State of Pernambucano, a region whose main economic activities include clothing production, with emphasis on jeans manufacturing and processing companies. Given the limitations of water scarcity in this region and the large volume of water required by these industries, it is considered important that the understanding of these activities is used to guide pedagogical-didactic proposals in Chemistry in schools in this region, based on the assumptions Science, Technology, Society and Environment (CTSA). In this sense, this research aimed to evaluate a thematic approach with high school students, involving the content of solutions, under a CTSA approach, through a problematizing didactic sequence focused on the treatment of effluents from jeans laundries at the Agreste Textile Center. from Pernambuco. The subjects participating in the research were 15 students enrolled in a 3rd year high school class at a state school in Santa Cruz do Capibaribe (PE). The research is qualitative in nature. The Problematizing Investigative Didactic Sequence (SDIP) took place over 8 (eight) classes, each lasting 50 (fifty) minutes, involving 5 (five) school days. The skills selected for the curricular organization within the SDIP are aligned with the contents listed, within three dimensions: conceptual, procedural and attitudinal (CPA). The SDIP stages consisted of 6 (six) pedagogical moments: i) initial survey of prior knowledge; ii) macroscopic observation; and iii) submicroscopic interpretation and insertion of the representational expression; iv) positions on waste generation; v) return to the initial questioning and summary of the subject; vi) evaluation. Data were collected through questionnaires, specific printed teaching material (educational product, self-made), notes and photographic records of the actions of the students and the teacher-researcher. They were treated and analyzed together, in accordance with the theoretical and methodological assumptions relating to Content Analysis proposed by Bardin. The results obtained were systematized into categories, discussed and interpreted in light of the theoretical framework. After analyzing the data, it was found that the research was relevant to the proposed objectives, thus providing significant learning in approaching the content of solutions included in the generating theme of effluent treatments from jeans laundries. In this way, the thematic approach allowed students motivation and reflections to build knowledge, contributing to the teaching and learning process of students involved in the research.