Três momentos pedagógicos no ensino de química : um relato da utilização do tema agrotóxicos através da abordagem temática com enfoque CTS

Abstract

This work is about an intervention of a pedagogical nature, carried out at the Barão de Aceguá High School on the Brazil - Uruguay border. Supported by the ideals of liberating education, the general objective of this work is to understand how students from rural communities see the issue of pesticides. For this, this research makes use of the dynamics of the three pedagogical moments (3MP) and emphasizing the Science-Technology-Society (CTS) relations. The methodology can be divided into two stages. 1) development and application of an activity along the lines of the 3MP, problematizing the scientific, technological and social implications around the aforementioned theme. To guarantee the active participation of students and dialogicity, two playful activities (public hearing and chemical jury) are used, interspersed with conceptual chemistry classes and appreciation / discussion of documents and documentaries. 2) The process of construction and dissemination to the academic community of the students' artistic conceptions on the themes of pesticides. This research presents the possibility of adopting recreational activities for the development of skills and competences such as collecting and processing information, developing communication, making assessments of situations, making decisions and assessing the social implications of scientific and technological development. The proximity of students to the topic makes it possible to problematize real aspects of their daily lives, bringing problems to the discussion such as: the lack of rural inspection and disregard for laws, malpractice in dealing with dangerous substances, corruption in the decisions made by representatives of the people , the lack of food security, the lobby and the exploratory interest of large corporations, the non-neutrality of science. The artistic expressions produced at the end of the first stage explore the identity of the groups that built it and were divided into 3 categories according to the concepts presented in the content produced. Groups 2 and 3 presented, in their productions, greater richness in the articulations between the STS aspects. The research indicates that among the simulations the students improved their posture to speak and behave in public, that they appropriated scientific concepts, using them in their arguments, improved the articulation of this knowledge, starting to better understand in what ways the proposed situations impact in your own reality. Thus, this research investigates how students express themselves in the face of the controversial topic of the use of pesticides and how the teaching of chemistry through problematic playful activities can contribute to the conceptual and attitudinal evolution of these students.