Implementação da aprendizagem baseada em projetos e o estudo de plantas medicinais no ensino de química

Abstract

Project-Based Learning (PBL) is an alternative methodology that promotes the transformation of education, providing a dynamic and engaging approach. In the current Brazilian educational scenario, marked by challenges such as the need for student participation and the search for innovative practices that meet the demands of the 21st century, PBL stands out for its ability to develop essential skills such as critical thinking, collaboration, communication, and problem-solving. By integrating these competencies into the curriculum, PBL offers an effective response to the guidelines of the National Common Curricular Base (BNCC), which emphasizes the importance of education more connected to the real world and focused on the holistic development of the student. Therefore, this study presents a pedagogical proposal aimed at demonstrating the application of PBL in Chemistry education, especially in the context of the study of medicinal plants. In developing this project, one of the most predominant species in the Brazilian Northeast was chosen. The selection process was based on a combination of criteria including the prevalence and accessibility of the plant in the region, scientific evidence of its medicinal properties, and its relevance to organic chemistry content. In light of the above, this paper proposes a didactic sequence aimed at the 3rd year of high school, with the aim of exploring the content of organic functions through the study of medicinal plants in chemistry education. It is worth noting that it has not been implemented yet. The sequence was structured into 7 (seven) sessions, each lasting 50 minutes. Among the developed stages of the sequence, we have: the application of a questionnaire, the elaboration of mind maps by students, the selection of plants, the use of the digital tool Molview; practical experiments related to soap production, and the culmination of the project. As expected results, it is aimed that this approach integrates knowledge in organic chemistry and phytotherapy, offering students a more meaningful education aligned with the principles and guidelines of the National Common Curricular Base (BNCC). In this sense, the project evaluation is based on multiple aspects, including student engagement, the ability to apply chemistry concepts in practical contexts through the project's development, and the use of Kahoot as an assessment tool that allows promoting playful and interactive assessment.