Aplicação de uma sequência didática utilizando o conteúdo de polímeros em uma perspectiva socioambiental

Abstract

Chemistry teaching as a whole has faced several challenges in relation to the teaching-learning process, one of which is associated with the presence of systematic teaching, where students do not have the opportunity to reframe knowledge and apply it in their daily lives, generating disinterest in learning. Therefore, there is a great need to develop tools that assist this process, allowing through Chemistry teaching the development of critical skills in the face of themes present in daily life, as well as enabling more attractive learning. In this context, the use of a Didactic Sequence (DS) emerges as a proposal, which is based on the development of a set of integrated and articulated activities, based on a content. This work aimed to apply a didactic sequence, using the content of polymers, from a socio-environmental perspective using plastic pollution as a problematization. The DS was applied in an elective with 35 students from the 1st year of high school, in a school in the city of Caaporã-PB. The application was divided into seven moments: In the first moment, a questionnaire was applied to verify the students' prior knowledge about the topic; in the second moment, the initial problematization of the topic was applied using videos about plastic pollution; in the third moment, the class was taught using the content of polymers; in the fourth moment, an online game was applied with the aim of reviewing the content; in the fifth moment, the experiment was carried out to obtain biofilm and bioglitter; in the sixth moment, the Jigsaw methodology was applied and finally, in the seventh moment, the questionnaire to evaluate the activity was applied. With the completion of the activity, greater motivation, student participation and improved socio-environmental awareness were noted. Such conclusions allow us to observe the importance of the strategies employed, because in addition to contributing to the improvement of the teaching-learning process of the students, it provided valuable experiences for future teaching practice.