Temática plásticos no sistema Bernoulli de ensino

Abstract

Education in chemistry should transcend the memorization of concepts and formulas for the development of learning that brings the development of skills and abilities to students. Therefore, the search for resources that can bring meaningful learning, where the student has with this knowledge the ability to act in their daily lives in a positive way. Thus, the plastic theme emerges as a contextualized teaching proposal that contributes positively to the aspects of learning for life. Linked to this theme are several aspects linked to the students' daily lives: technological development, environment, pollution, among other aspects, which can enhance the study of science beyond what is done in the classroom. This paper then proposes the analysis of the material of the Bernoulli system of teaching, aimed at high school, in order to verify if it, through the plastic theme, develops aspects that contemplate the significant learning, which brings to the student's life the necessary contributions for him to develop, in his social environment, citizenship, and thus be able to understand phenomena that surround him, giving him the possibility of solving problem situations that may exist in his daily life. This material has several didactic resources, mainly related to technological issues. After the analysis of the material, it is evident that the role of the teacher is fundamental in the planning of his or her classes, even though the material is rich in resources, but may not include, in a more emphasized way, topics that address the student's daily life, for the development of skills that help him or her understand and solve everyday problems. Finally, the didactic sequence (DS), as proposed in this work, can then be an important tool in the development and execution of this lesson plan with educational goals that have as their main objective to bring students to the center of their learning.