A temática açaí em uma abordagem contextualizada: uma proposta para o ensino de Química

Abstract

This study aims to understand the causes that reflect students' difficulties in contextualizing and relating their extracurricular experiences to school knowledge, from a very limited perspective. To this end, a case study was used to observe the applicability of the methodologies used by teachers and the students' disposition towards the subject of chemistry. Through the scope of this research, it was discovered that contextualization is a method that aims to give new meaning to the knowledge studied in the classroom. This resource incorporated into chemical science constitutes an important tool for students' development in their critical education and the practicality of their citizenship in society. The specificities of açaí, a food that is part of the student's menu, related to a chemical approach are also reported. The methodology used in this research is qualitative and quantitative and occurred in two distinct phases: in the first, the application of the teachers' methodology was observed in the classroom. In the second phase, questionnaires with open and closed questions were applied to the students. Regarding the textual analyses outlined and edited and inserted in the lesson plans, taught by teachers in the chemistry content, they reveal the lack of connection to the students' reality and are very much directed towards preparing for the ENEM. Due to this factor, the occurrence of demotivation in students regarding chemistry is highlighted and is accentuated when there is no link of meaning in their lives. When a survey was conducted on the açaí fruit, relating it to chemistry, for a certain sample of students, at E. E. Professor José Barroso Tostes in the municipality of Santana-AP, it was evident that 80% of the 76 students approached, divided into three classes of the first year of high school, were unable to associate açaí with the study of the aforementioned subject. The research demonstrates the need for teaching classes that make the student visualize what is being said. Therefore, most of the students interviewed believe that methodologies with contextualized chemistry classes and theoretical chemistry classes with practical lessons are important for them to understand the subjects covered.