O Cariri paraibano em foco: O ensino de funções orgânicas com a temática óleo de algodão na perspectiva CTSA

Abstract

The teaching of Chemistry practiced in High School in a conventional mechanistic way may not engage learners critically with the teachings of organic chemistry that dialogue with their daily lives. By adopting active methodologies structured around Scientific, Technological, Social and Environmental (STSE) aspects, efforts are made to address emerging learning challenges in the context of organic chemistry and preparation for citizenship. This work consists of a contextualized methodological approach to learning about organic functions and environmental chemistry through the development of a Didactic Sequence enriched by station rotation, with the theme of biodiesel production from cottonseed oil, in the STSE approach. This is an exploratory, qualitative research applied through action research in a 3rd-year class at a State Technical Integral Citizen School located in São João do Cariri - PB. The research explored David Ausubel's theory of meaningful learning through the contextualization of socio-environmental issues, the study of organic functions and reactions, and the application of an evaluative questionnaire of the Didactic Sequence as methodological steps. Data were analyzed and discussed using Laurence Bardin's Content Analysis. The study indicated that the development of the Didactc Sequence allowed an understanding of socio-environmental issues related to cotton cultivation in the Cariri region of Paraíba, enabling deep reflections on the impacts of Chemistry on daily life. The proposal facilitated student engagement with learning mediating resources, including involvement in station rotation, the use of Information and Communication Digital Technologies, and of the modeling. The museum visit also enriched the search for meanings about intrinsic themes in the Northeast region, reflecting prejudice based on geographical origin and place as a non-formal education space, contributing to the occurrence of meaningful learning. However, some students reported difficulties in appropriating chemical knowledge, focusing on the abstraction of this knowledge and on formative deficiencies in recent school years, requiring a more personalized didactic intervention capable of reconstructing this learning. Furthermore, it is concluded that the Didactic Sequence allowed students to consider chemical knowledge, valuing and sharing these insights in their professional and daily lives.