Ensino de química em espaços não formais. Uma abordagem acerca da temática “Energia e Química Ambiental”

Abstract

In this work, an approach of the theme "Energy and Environmental Chemistry" was evaluated in the chemistry teaching and learning process in three classes of the first year of high school in CESA, located in Lapa, neighborhood of central Rio de Janeiro city. The work was inspired by João Luiz Gasparin's historical-critical pedagogical didactics. Initially, a diagnostic questionnaire with ten questions was applied in order to recognize the level of information that the students had as background. 80% of the 75 students evaluated were unaware of terms such as sustainability, Environmental Chemistry and biodiversity. On the other hand, they had some familiarity with topics such as recycling, pollution and environmental impact. The strategies adopted from this point on were defined to allow a more refined treatment of unknown subjects. As a work plan, a scheme of four sub-themes, one for each quarter, was outlined: water, pollution, energy and sustainability. The following pedagogical actions were adopted: teaching in spaces of non-formal education, and the choice for project-based learning and the accomplishment of diversified activities in formal spaces. The chosen spaces for non-formal education were: Museu do Amanhã, Casa da ciência-UFRJ and the Tijuca Forest. Among the actions carried out by projects in formal spaces are the expository classes held both in the classroom and at the CESA Science Laboratory, films, video lessons and application of diagnostic and evaluative questionnaires. In the fourth quarter, the focus was on playful activities, such as: experimental projects, models, interactive mural, poetry, music, video production and experiential visits. The students worked at the Cultural Environment Fair, with the participation of the school community, where they could exhibit the products obtained in the Learning by Projects actions. Also within the scope of this research, the creation and presentation of a play entitled “Awakening to Tomorrow” was promoted, which is also presented as a product of this research. The result of the various actions carried out in nonformal and formal environments was shown to be satisfactory in relation to the students' interest in the themes, visits, discipline and retention of knowledge. It is recommended to adopt this approach in order to achieve motivation among students for learning chemistry