Educação química com enfoque CTSA : da indústria química do Estado do Espírito Santo à sala de aula do ensino fundamental

• Ano de defesa: 2014
• Autor(a) principal: Rodrigues, Luciana do Nascimento
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Química; Centro de Ciências Exatas; UFES; Programa de Pós-Graduação em Química
• Palavras-chave em Português: project; socio-scientific issues; chemical education; autonomy; projetos; temas sociocientíficos; Química - Estudo e ensino; autonomia; Indústria química - Espírito Santo (Estado); Ensino fundamental; Química; 54
• Link de acesso: http://repositorio.ufes.br/handle/10/4710

This research is justified in the belief that just the approach of teaching chemistry in the theoretical aspect, is not enough. Therefore, it is based on analysis of the pedagogical aspects of teaching this subject in one school project, called "Quixaba"(ChemicalIndustryEspírito Santo), developed with 9th grade high school students of the Science of Nature class, with focus on Science, Technology, Society and Environment (CTSA).The project deals with the articulation of socio-scientific issues with teaching Chemistryin schools, centering on some sectors of the industryof Espírito Santo state, for example, food, construction and steel mill. This is a qualitative research, a case study type, based on observation notes, questions, technical visits, analysis of articles and books in the field of Science and Education in Chemistry, aiming to enable critical reflections on science, especially Chemistry in daily life from the context of the problem of transformations of materials and the processes that enable such transformations involving ethical and social issues of several products in human society. The results lead us to conclude that the teaching practices carried out during the "Quixaba" project provide scientific literacy with focus on Science, Technology, Society and Environment (CTSA), once the articulation between formal and non-formal learning spaces help to promote the students" autonomy