Uma atividade experimental de produção do vinagre a partir do bagaço da cana-de-açúcar (SACCHARUM SPP.), baseada no saber popular, para abordagem da oxidação do etanol a ácido acético no ensino médio

Abstract

This study aimed to analyze the possible contributions of a Didactic Sequence (DS) based on popular knowledge and investigative experimentation in the construction of chemical knowledge linked to the theme of artisanal production of vinegar from sugarcane bagasse (Saccharum spp.). The theoretical framework used addressed authors who discuss popular knowledge, such as Freire (1992); the Science-Technology-Society and Environment perspective, such as Brazil (2008); the National Common Curricular Base (BNCC), addressed by Nasário (2018, p. 31), among other theorists who helped build dialogues. This is a qualitative research. The target audience consisted of 13 students enrolled in the 3rd grade of the Escola de Referência em Ensino Médio Severino de Andrade Guerra, which operates in a semi-full regime, a public institution located in the municipality of Machado-PE. The methodological route outlined in this work involved a semi-structured interview with an artisanal vinegar producer, who manufactured this product using sugarcane bagasse (Saccharum spp.). It was also proposed to the students participating in the research the formulation of questions that they would like to learn about the process and that could be explained through scientific concepts in an interdisciplinary way. As a data collection instrument, questionnaires were applied to evaluate Chemistry Teaching and the DS presented. The results obtained were systematized in graphs and tables, discussed and interpreted in the light of the theoretical framework, after analyzing the data it was found that the research was fruitful in relation to the proposed objectives, and that the DS elaborated was well accepted by the participating students, thus having relevance in learning the oxidation content of ethanol to carboxylic acid. In this way, SD favored teacher-student relationships and provoked stimulation and interest in the study of chemistry, in addition to contributing to the teaching and learning process of students participating in the research.