O ensino de química por meio da abordagem da alimentação saudável e sustentável

Abstract

Longing for the formation of young people as critical, autonomous and responsible individuals, a more dynamic approach of the contents of Nature Science appears as an urgency in the current teaching context. Allied to this issue, we experience the current complicated moment of Covid-19 Pandemic, which has brought light the need for several adaptations in people's daily routine, especially in the school routine. On the one hand, we have the teacher, who needed to reinvent oneself and adapt to new technologies in order to teach their classes remotely; on the other hand, we have the student in the same need for adaptations with a complicator, which is maintaining eating habits quality in this context. In this sense, this research was, guided by the following question: To what extent can the purposes of a healthier and more sustainable diet contribute to a more meaningful Chemistry teaching? In order to answer this question, the overall aim of this study is to analyze a didactic sequence based on the Three Pedagogical Moments (3MP) and entitled “Healthy and sustainable eating habits: how is it possible?” for the study of chemical concepts contextualized through the healthy and sustainable eating habits theme. The choice of this topic was due to the complexification of the food system and chemical concepts that could be developed in addition to the concern with the feeding of the young, especially at the present time. This situation refers to the need for a continuous process of searching for new teaching methodologies, with the intention of finding possible solutions to many problems and difficulties faced during the teaching and learning process, recognizing the teacher as the organizer of teaching situations which are considered favourable for different ways of learning. The pedagogical proposal was developed in six remote meetings, through the Google Classroom platform, with fifty-eight third grade high-school students from a Public State School in Guaporé, Rio Grande do Sul. In order to investigate the relevance of the didactic sequence, a qualitative research was, carried out and for the data, collection it was applied an initial questionnaire (diagnostic) and a final questionnaire, a logbook and videos made by students during the didactic intervention. With the application of the didactic sequence, it could be, observed a contribution to the improvement of the chemistry teaching and learning process, as the appliance of the mentioned educational product made it possible for the students to become protagonists of the construction of scientific knowledge. It should also be noted that the educational product developed is available for free access at the following address on the eduCapes Portal: <http://educapes.capes.gov.br/handle/capes/598185>.