Terras raras: uma proposta de sequência didática com enfoque CTSA para o ensino de química

Abstract

This work presents the development of a Didactic Sequence titled “Rare Earths: from Underutilization to Technological Autonomy,” with a CTSA focus (Science, Technology, Society, and Environment) for teaching Chemistry. The CTSA approach, this form of contextualized teaching, integrate scientific, technological, social, and environmental education, as outlined by the Base Nacional Comum Curricular (BNCC). By addressing the underutilization of Brazilian resources due to a lack of strategic management policies, it was possible to introduce the study of rare earth elements into Basic Education. The Didactic Sequence was implemented with a 9thgrade class of 38 students at a public school in João Pessoa. The qualitative research was conducted in three stages: (I) preparation of the Didactic Sequence, (II) classroom implementation, and (III) data analysis and discussion of the results. Data were collected through individual essay texts written by the students at the end of the methodological process and analyzed using Bardin’s Content Analysis. Throughout the teaching sequence, students demonstrated autonomy in the learning process. The analysis of their essays revealed knowledge of rare earth elements and their technological applications, as well as the development of the ability to discuss political, economic, and social issues related to the topic.