Sequências didáticas para o ensino de funções inorgânicas com foco na temática de poluição ambiental

Abstract

Chemistry teaching currently seeks to escape the consequences of dogmatic teaching where students are concerned with memorizing formulas and concepts. Chemistry is often worked only in order to carry out tests and entrance exams, the scientific essence ends up being lost. In this sense, the development of methodologies such as didactic sequences that collaborate for the teaching of chemistry, in high school, is feasible to change this scenario. So that the content of chemistry is applied following the bias of scientific literacy. Thus, the objective of the present work was to use the theme of pollution to elaborate chemistry classes focused on the development of scientific literacy. The chemistry content used for the development of the work was inorganic functions, the concepts were linked to problems of environmental pollution and culminated in the elaboration of didactic sequences that worked on the scientific literacy indicators. The class chosen to apply the methods was the first grade class, a strategic choice, since the content of inorganic functions is usually seen in the early years of teaching chemistry. Furthermore, an investigation was carried out in the literature to analyze publications of works that use the theme of pollution for the teaching of chemistry and how the subject of inorganic functions can be taught based on environmental pollution issues. The use of textbooks was an auxiliary tool for the application of didactic sequences, since it is an educational tool of extreme importance. The book to be the protagonist listed in the PNLD 2018 was chosen. Three didactic sequences were created: The first used environmental pollution in the student's home region, the same ones that reside in the city of Pilar where the Manguaba lagoon is located, affected by pollution. The second used cinema, under the representation of the film “Mad max: Estrada da fúria”, as a method of transporting the student to a reality affected by environmental imbalances. Finally, the third didactic sequence focused on the perspective of hybrid teaching to carry out the activities developed.