Agrotóxicos : uma proposta socioambiental reflexiva para desenvolver conhecimentos químicos numa perspectiva CTS

• Autor(a) principal: Buffolo, Andréia Cristina Cunha
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/1659
• topic: Ensino de Química; Agrotóxicos; Abordagem temática; Ciência, tecnologia e sociedade; Ciências; Brasil.; Chemistry Teaching; Pesticides; Thematic approach; Science, technology and society; Sciences; Brazil.; Ciências Agrárias; Zootecnia

Environmental problems have been constant targets of concern and are increasingly present in our society. There is thus a necessity to promote chemistry teaching that effectively reflects such questions, in a way that forms critical subjects and attains one of the main objectives of the STS perspective. The socioenvironmental approach has been encouraged by some educators/researchers as a way to contemplate relationships articulated between science, technology and society and enhance the dialog between students expressing and sharing opinions. A theme with a STS focus should be one that, when discussed, favors reflection of students about questions that deal with their social and environmental context, with the possibility of transforming it. This qualitative research had the objective to evaluate the contribution of a didactic sequence about pesticides in the articulation between chemistry knowledge and socioenvironmental questions with public high school students. This sequence, carried out according to STS presuppositions and the three pedagogical moments of Delizoicov, was developed with twenty-two students (2nd year). They answered a diagnostic questionnaire about the theme and, during the pedagogical intervention, were involved in group activities, readings and discussions of texts, problem resolution, researches with local farmers, seminars and text production. All of the moments of the intervention, which had the verbal and non-verbal participation of the students, were recorded by a voice recorder or written in a field journal. Data analysis aimed to verify if the approach of the socioenvironmental theme pesticides amplified the vision of the students in relation to the environment and the socioenvironmental aspects involved in this theme. The results revealed that most of the students had a good understanding of the theme, and the activities developed during the pedagogical intervention showed positive changes in their perceptions as regards the social and environmental implications caused by the inadequate use of pesticides. In this sense, the didactic sequence enabled the students to reflect and understand more about pesticides, while showing the importance of introducing socioenvironmental questions in chemistry teaching using a STS perspective.