A avaliação do Ciclo de Vida (ACV) do jeans como proposta para abordagem de ciências no 9º ano

Abstract

In the present times, the science teaching is far from the students’ reality and the need to improve the school learning by promoting a contextualized teaching approach, which may involve them in the educational process, is recognisable. The presented possibilites to break this situation it’s bring together the classroom discutions with students’ context events in a way to promote a full formation, as proposed by BNCC. In this way, the present master’s dissertation had the aim to analyse the pertinence of Life Cycle Assessement (LCA) theme, focusing Science, Technology, Society and Environment (STSE) approach, as pedagogical proposal which promote to establish relationship between scientific knowledge and student context, and as driving force to achieve the formative pedagogical purposes arising from BNCC, STSE and three pedagogical moments (3PM). For this, a didactical sequence (DS) was elaborated as educacional product involving the following concepts: substances, chemical bonding, separation process and chemical transformations, as well the natural environment cross-cutting theme. Thus, the following problem was stablished: “The jeans’ LCA thematic”, by STSE approach, could favour the relationship building between the scientific knowledge and the students context and to achieve the intended pedagogical goals? Through bibliographical survey about STSE-3PM it was noted that these proposals allow to work concepts in line with development skills of citizenship, that’s why both were chosen to elaborate the DS. The didactical intervation took place in nine meetings, with ninth year class of basic education, in a municipal school from Tapera-RS city. The classes, due to Covid-19 pandemic, took place in online mode, by Google Meet® platform. The research was developed following the qualitative approach and is characterized as research-action, employing as data collection tools the logbook elaborated by the teacher, the previous questionnary applied to students, and the activities developed a long the DS, specially the works in the third pedagogical moment, which refers to the knowledge appliance. The analysis of obtained data was based on two blocks: the thematic as a work proposal in a DS, and the thematic as sponsoring to reach the intended pedagogicals pourpose, which are listed from the triad BNCC-STSE-3PM. As results, it was possible identified that thematic adressed, in its qualitative aspects, was appropriate since the students didn’t know this analysis technique of environment impact. In addition, the choice of topics related to the thematic and resources (texts and videos) to compose the DS was considered adequate because allowed a effective participate of students, which was a concern since the classes changes to virtual and synchronous model. In terms of specific concepts, it was observed that students didn’t focus them whitin their works discussions, however, they focusing the relations between STSE in the selected products LCA, contemplating the pedagogicals objectives with regards its bias of citizenship formation. Thus, the thematic provided a systemic view concerning the impact of products consumed for population and the two-way relation between science and technology, and with society and environment. The educational product arising from this research is available in the site of EduCapes, with access through the address <http://educapes.capes.gov.br/handle/capes/599848>.