Alimentos: uma abordagem contextualizada para o ensino de química orgânica no ensino médio regular e de jovens e adultos

Abstract

The education of Chemistry causes challenges to teachers, being of great importance to society but seen by students as unnecessary and distant. The use of traditional strategies leads to a lack of perception of how useful this science is to conquer and understand various objects and aspects present in today's society. They serve to produce a mechanical learning that can generate quantitative results in the immediate evaluations, however, they are quickly forgotten and in the long run they do not develop the student's ability to apply such knowledge in everyday situations. For potentially meaningful teaching, dynamic strategies are needed to promote reflection and criticality on issues relevant to the public in question, in addition, the use of contextualization makes them mobilize previous knowledge that will serve as an anchor to new content and feel motivated, being this one of the crucial factors for meaningful learning: the predisposition to learn. This work aimed to apply a didactic sequence (DS) for the teaching of Organic Chemistry correlating it with the Food theme that is so present in the daily life of regular education students (RE) and Youth and Adult Education (YAE). The strategies that make up the sequence were: use of the Plickers application, teaching strategy Case Study, Didactic Game made in PowerPoint, Videos and Investigative Experimentation. The results showed that students began to understand food better in several aspects: information on the label, its composition, use and implications of food additives and pesticides, fermentation and packaging. They managed to connect chemistry with food, obtained scores around 7.3 and 6.2 in the evaluations and the method assigned scores 9 and 10, RE and YAE, respectively. Demonstrating that DS was successful and that it has the potential to promote meaningful learning.