Química e arte: construindo uma interface de ensino a partir do estudo dos corantes naturais

Abstract

The need for curricular modifications in the area of Natural Sciences, in the specificity of teaching Chemistry, as provided for by legal normative documents, demands that teachers look for materials that offer didactic-pedagogical support for their practice in the classroom, addressing the main subject concepts in order to facilitate the teaching and learning of science. In this context, this work proposed the elaboration of a thematic notebook that could support basic (high school) teachers for the elaboration of classes with a greater interdisciplinary appeal, contextualized, experimental and with a strong ludic appeal, with a scientific-sociocultural perspective of knowledge construction. The aim of the notebook was to explore scientific concepts, in particular chemistry, through the theme Chemistry in the interface with Art. The methodological approach present in this paper was characterized as a qualitative research, with emphasis on bibliographical research, which was important to base this dissertation and to elaborate the educational product (thematic notebook) proposed. The thematic notebook is organized into six chapters that explore Chemistry interfacing with Art, considering the sociocultural and historical-scientific utility of the role of pigments and dyes for people over time. The material also addresses physical-chemical and biological concepts, such as definitions and distinctions between pigments and dyes, their classifications as to type, method of obtaining and applications in everyday life, how the human eye observes color, among other subjects. Finally, the educational product proposes activities that the teacher can carry out in the classroom, working with concepts in a more pleasant, contextualized, less fragmented and perceptible way for students. This dissertation used as theoretical support the curricular guidelines for teaching chemistry; works that addressed the importance of didactic materials for Science Teaching; the three pedagogical moments of Delizoicov, Angotti and Pernambuco (2011) for Science Teaching; the scientific literacy indicators proposed by Pizarro (2014); Kato and Kawasaki's (2011) conceptions of contextualization for Science teaching; in addition to the concepts of natural dyes and their use throughout history in paintings. The work also makes a comparative analysis with other works that elaborated thematic notebooks similar to the proposal formulated in this dissertation.