Aluminum as generator theme in teaching Chemistry: a didactical-methodological proposal

• Autor(a) principal: Silva, Leandro de Jesus Castro da
• Data de Publicação: 2022
• Outros Autores: Serra, Erles Ramos da, Teixeira, Andrew Magno, Santos, Neydi Samara Sousa dos, Santos, Marcos Antônio Barros dos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• DOI: 10.33448/rsd-v11i9.32280
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/32280
• topic: Chemistry teaching; Generator themes; Aluminum.; Enseñanza de la Química; Temas Generadores; Aluminio.; Ensino de química; Temas geradores; Alumínio.

Chemistry teaching is essential for understanding the world today, however, it has characteristics of disconnection between the student’s knowledge and the program contents of the discipline. It is necessary to insert facilitating methodologies of learning, which will aid the critical formation and the promotion of reflection on the chemical knowledge, adding technological, environmental and socioeconomical aspects. Thus, to link education and society the knowledge generator themes are included in the educational field. Among these, aluminum is an important chemical element, which allows this type of approach for being associated to several scopes of applicability in the society and being present in the student’s daily life. In this context, the objective of this work is to develop a theoretical and experimental study involving such metal and to discuss its singular characteristics, not only on industrial scale, but also in a chemistry teaching perspective, generating a didactic-methodological proposal. The methodological aspects consist of 3 stages: (i) bibliographical research to know the theoretical axes existing in the literature; (ii) survey of bibliographical data and proposition of a questionnaire about the recycling processes of this metal in several daily applications; and (iii) realization of 3 classes approaching the historical and social aspects, properties and chemical reactions and 3 experiments involving aluminum, aiming at the experimental demonstration of 3 reactions in its different chemical characteristics. This study indicates that this thematic axis is favorable for the teaching-learning process, because it offers a range of specific concepts of chemistry, from chemical reactions to physical-chemical properties of the element aluminum, along with environmental biases.