História da química como ferramenta para promoção da alfabetização científica: uma abordagem para o fundamental II

Abstract

Chemistry received several contributions from alchemists from different eras and ethnicities, the majority of which are experimental in nature, and which were only validated with the inclusion of the scientific method and the combination with theoretical bases. In this sense, one of the main characteristics of modern chemistry is the link between macroscopic, microscopic and submicroscopic forms, enabling an intrinsic relationship under the understanding of matter. On the other hand, the abstract nature of various chemical knowledge makes it difficult to approach them in the classroom, or to disseminate their importance to the general population. In this way, this work aimed to contribute to the process of scientific literacy (CA) with 9th grade students from a school located in the city of João Pessoa-PB. Using the history of chemistry as a tool to facilitate this process and the relationship: Science, Society, Technology and Environment (CTSA). Classes and activities were developed with the contents foreseen in the school calendar, linked to moments in the history of chemistry in 16 classes, for a period of 2 months, with a quantitative and qualitative character using audiovisual tools, games and dialogue circles as a complement to each moment accomplished, as well as the production of a science mural made by the students to be exposed to the entire school community. At the end, the students completed an evaluation form. The work carried out during classes had an impact on the academic life of students in a complex way, being reflected in their evaluation, these contained answers with a high degree of subjectivity, in this sense, we carried out discursive textual analysis (ATD) with the intention of understanding how The CA process took place according to elements indicated in the students' statements, as well as the objective and subjective treatment of all activities carried out in the classroom in order to understand the process of maintaining the process of inserting science effectively into the students' lives. Based on the proposed study, we highlight that the use of the History of Chemistry (HQ) as a tool in the classroom contributes significantly to the process of scientific literacy, making the content closer to reality, enabling the construction of critical-citizen training , aiming at scientific dissemination and the appreciation of historical roots in the construction of meaningful science for the student.