Peritos criminais em ação: drogas como uma abordagem sociocientífica para o ensino de química orgânica

Abstract

Poorly contextualized chemistry teaching contributes to students' lack of enthusiasm for the subject, resulting in less effective learning. Therefore, it is essential to use active learning methodologies such as Case Studies (CE) in the classroom, which is a methodology based on Problem-Based Learning (PBL). This method consists of working on situations that present socio-scientific problems related to the students' daily lives and that can be resolved using scientific knowledge. This teaching method contributes significantly to scientific literacy, promoting the development of skills such as decision-making, logical thinking, analysis and problem solving with political and social issues, contributing to an education focused on citizenship training. Therefore, the present work aims to analyze the application of the Case Study (CE) methodology for teaching organic chemistry with the theme of drugs. The application was developed in a state school in the city of João Pessoa-PB. The case study was applied to eight 3rd year classes, totaling 125 students participating in the activity. The first moment of applying the CE took place through two lectures of 45 minutes each, on the content of amines and amides. Then there was a problematizing class on the harm of drugs for users, families and society, promoting a socio-scientific approach to combating drugs. At the end of this class, the cases were presented in the form of a text with dialogues, exploring a situation in which teenagers consumed illicit drugs, presenting some characteristics of the substance and symptoms after use. As a problem, students should put themselves in the role of criminal experts and investigate what the substance is, the functional groups present in the molecule, its name according to IUPAC, biological effects and finally, they should express ways in which they could help these young people to leave the consumption of narcotics. After a week, the students presented the solutions requested in the EC. There was a significant and positive response to the use of the active CE methodology in chemistry classes, as students developed skills such as decision-making, collective work and critical thinking. Furthermore, there was great participation and interaction among students regarding drug use in adolescence, generating debates among them about looking for other ways to have fun and not being influenced by friends who use drugs. Finally, the application of the EC made it possible to relate Chemistry content to the students' daily lives, making them citizens capable of reflecting, investigating and seeking solutions to this problem embedded in society.