Os engenhos de açúcar como espaço de educação não formal no ensino de química.

Abstract

Despite the advances resulted from researches in the Science teaching, which even substantiates official proposals such as national curriculum guidelines and parameters, the teaching-learning process of the chemistry discipline is still often characterized by a traditional perspective based on the transmission-reception model, which prioritizes, above all, the memorization and repetition of information. To interrupt this kind of teaching and considering that we learn all the time and everywhere, non-formal spaces are an alternative for improving the teaching-learning process. Therefore, in this Course Conclusion Paper, we aim to analyze how sugar cane mills can contribute as a non-formal space for the teaching of chemical content. In the methodological course, we adopted research with a qualitative approach; exploratory and classified as technical procedures as a participant research. The target audience was 21 students from a 3rd-grade high school class at a state public school. The intervention was divided into six moments, which involved, in addition to chemical contents, the history of cachaça and sugar cane mills, and the economic importance that the latter to the city. We highlight that two of these moments were held in non-formal spaces (Brejo Paraibano Museum and Ipueira mill). Data analysis was based on the concepts of triangulation, being divided into three categories that constitute the vertices of the triangle: prior knowledge, actions, and and conceptual evolution. With the obtained results we concluded that the sugar cane mills, associated with the school, is a promising non-formal space for there to be improvements in the teaching-learning process, because we could verify the conceptual evolution of the students, related to scientific concepts related to the chemical contents and about the history of Areia, as well as the importance of the mills in its history, economy, and local culture.