Do agrotóxico à química orgânica: construindo novas estratégias para o ensino

Abstract

The research reported in this article had as objective to evaluate if a didactic sequence from the pesticides subject could stimulate students of the 3rd year of High School of a public school to be active in the construction of their knowledge of Organic Chemistry. Since most of the students live on farms, the notions they had about pesticides and their chemical composition were the trigger for class discussion, raising information about their daily use. The didactic sequence was elaborated to develop the content of organic functions and organized from assumptions of the theory of meaningful learning. The didactic sequence included five stages and its application took place during seven classes, during which a process of emancipation and the construction of useful and meaningful knowledge by the students were promoted through dialogue. The results show that the students got involved with the proposed activities, being able to identify and assimilate the presence of organic functions in chemical substances present in their daily life, relating this knowledge with current environmental, social, political and economic issues.