Alimentos ultraprocessados: uma aproximação para o ensino de química orgânica por meio da aprendizagem cooperativa

Abstract

With a little experience in the school daily life of basic education it is noticed that there is a deficiency in the use of efficient methodologies for the accomplishment of group activities in classrooms. In general, the proposed activities end up forming in a work often individual or only a few members of the group, while others remain unrelated to what happens, not reaching the objectives outlined for these activities that would be the development of social skills, much less in the that deals with the understanding of the disciplinary contents. Thus, the objective of this work is to elaborate, apply and evaluate an educational product, which consists of a sequence of activities for the teaching of classification of carbon chains and cistrans isomerism using ultraprocessed foods as a theme for social and cooperative reflection consumption. The educational product consists essentially of a primer with guidelines for the teacher to apply the sequence of activities in his or her classroom. All the proposed activities were thought to be carried out in groups and following the methodological orientations of the Cooperative Learning and supported in an interactionist perspective, specifically in the reference of the socio-historical theory of Vygotsky, from which the theory of the Zone of proximal Development is extracted to understand the interactions between peers and the theory of positive interdependence that emerges from Cooperative Learning (CL) methodology. A qualitative methodological approach was used that presents some elements of the type of action research in the perspective of intervention in a reality experienced by the actors of the teaching-learning process. The Sequence of Activities was applied with students from a state school in Parnamirim / RN. Data were collected using open questionnaires, a Likert Scale questionnaire and a didactic activity. The data were analyzed by means of the categorization from the students' answers and the statistical treatment. The results obtained demonstrate that high school students sometimes have little maturity to understand the inclusion of different activities in the daily school life, or even are not used to them, and it is necessary to have an affective relationship between teacher-student to that innovative activities are well accepted. In spite of this, CL's potential was demonstrated in the development of social competences and the promotion of discussions around disciplinary contents.