O agrotóxico como tema problematizador no ensino de Química na formação técnico agrícola

Abstract

The development of chemical industry products aimed at new synthetic substances has been reinforced since the Second World War. As a result, chemicals products of anthropogenic origin lie everywhere around the globe: at industrial and agricultural work, in the rivers on the seas, on the atmosphere and even at home; often creating health risks to the environment and the very future of human societies .As the environmental problems has become worse and the World discussing about scientific knowledge and its role in society is everywhere around the Globe, a movement that began to reflect critically on the relationship between science, technology and society (STS) has grown worldwide. In this context, we analyzed the learning process in chemistry from the CTS approach, using the theme "Pesticides guiding line to characterize the school, considering the procedures and results of experiments with the population of the settlement Nathur de Assis and Implications to graduating students in Technical Agriculture, as well. The context set for the study was the Federal School Agrotécnica of Santa Inês ( Escola Agrótecnica Federal de Santa Inês-BA), located in Santa Inês City-BA . Brazil. 38 senior students of the Technical Agriculture course and some peasants settled in the region of Vale do Jequiriçá were the group of the study . Three pedagogical moments were used in this work development: a) Initial Problematizing (IP), which aimed to problematize, in a dialogical, the topic to be addressed in educational activities; b) Knowledge Organization ( KO), which aimed to improve the IP dialogue ; c) Knowledge Application (KA), which aimed to work the conceptual contents, procedures and attitudes. The results from the mediation between teacher and student, indicated that many settlers had already suffered some kind of poisoning, unaware of the Federal Law 9974 of 06/06/00 and Decree 3550 of 27/07/00, and that the use of pesticides in the field is larger than in the city and there was a need for training to use such products avoiding any harm to the human being and Nature. After analyzing the results it was considered that the knowledge acquired through dialogue, promoted by the subject (chemistry), made it possible to work in an articulated way with social problems by promoting learning processes. The proposal enables the involvement of learners through an active role in the classroom and in the settlement, contributing to training more committed people to social issues. It was concluded that the identified matter from the questioning process is suitable and adequate to a project for teaching chemistry in basic education and training, and Technical Course in Agriculture.