Potencialidades de uma sequência didática para o ensino de química a partir da abordagem do tema chás e os saberes populares

Abstract

Through this work, the potential of a didactic sequence for teaching chemistry was analyzed from the approach of the topic of teas and popular knowledge, the activities were developed during chemistry classes. The theme teas was thought of as it is a subject that is part of the students' history and daily life. The didactic sequence was thought to be the moment where students learn the chemical concepts, and become active subjects of their learning, ceasing to be mere recipients of information and capable of making decisions. Seeking to meet this desire for the Teaching of Chemistry, the references that underpinned the work were the use of the theme tea and popular knowledge, Scientific and Technological Literacy, Science, Technology and Society and David Ausubel's Theory of Meaningful Learning. The methodology used in this didactic sequence was the pedagogical intervention, which had as instruments, initial questionnaire to know the students' previous conceptions, readings, written in the portfolios, dialogues, research, experimental activities, a simulated jury, and the making of stories in comics that tried to present what had been learned during the activities. The subjects of this research were 32 students aged between 14 and 17 years old from two classes of the 1st year of High School of the State Institute of Education Dr. Bulcão in the city of Lavras do Sul. The present didactic sequence allowed students to realize that Science it does not exist only in school benches and large laboratories, they began to discern the differences in teas and medicines with their benefits and harms. Differentiated activities were able to improve learning and reinforce the concepts of Chemistry, in addition to stimulating research, writing and reading. At the end of the activities, it can be seen that the Chemistry Teaching, based on themes of the students' routine, is able to sharpen the will to learn, thus promoting better learning.