Sequência didática no ensino de química orgânica: atividade investigativa para o ensino médio, através de experimento por extração e análise da adulteração da gasolina com enfoque CTSA, para ‘alfabetização científica’

Abstract

The capitalist system seeks profit and, to achieve it, interferes in education, labor relations, environmental issues and others. With globalization, technological advances and the advent of the internet, competition and the search for profitability have intensified. This implies that in order to live, in this increasingly complex and volatile society, subjects need to be more proactive; entrepreneurs; and qualified in several areas to enter the market. Furthermore, it is necessary that they acquire knowledge and also produce it, because, in this system, intellectual capacity is part of competitiveness. In that regard, the need for an education focused on citizenship, on awareness and criticality, and on work, so that it has a differential, and is capable of acting with creativity and productivity. Traditional Education does not fulfill this role, as it places students in the position of mere listeners, prevented from being protagonists in their educational process. With that, it discourages them to learn; and keeps them passive in the social environment, when it should lead them to share their experiences and knowledge. As opposed to Traditional Education, active methodologies bring proposals to place students at the center of the teaching-learning process. In this sense, this research had as its objective the development and application of a didactic sequence in the teaching of Organic Chemistry, with the following contents: Introduction to Hydrocarbons and the Alcohol Function, Intermolecular Interactions, with an experiment by extracting ethanol in gasoline with materials alternatives, to check for tampering, and to contribute to the promotion of 'Scientific Literacy'. The content worked on was contextualized, interdisciplinary and of social relevance, to awaken in students an interest in learning, exercising their citizenship, making decisions, being critical and acting in society. The study was carried out from a bibliographic review, involving the investigative pedagogical conceptions, CTSA approach and in three pedagogical moments; action-research, qualitative and epistemological methodologies. The theoretical basis was based on Marcondes et al. (2009, 2015), Chosst (2003), Carvalho et al. (2013), Auler et al. (2015), Delizoicov et al. (2018) and others, who deal with the subject. The study showed that learning was effective, enjoyable and aroused students' interest in learning.