Integrando saberes teóricos e práticos no contexto alimentar: uma oficina didática abordando conteúdos de ácidos e bases no Ensino Médio

Abstract

Context-based approaches to the teaching of chemistry and experimental activities with problem solving has been pointed out by didactic investigations through many years as a potential resource for the development of different knowledge and skills by students. This work proposes a teaching sequence as a didactic workshop in order to approach contents of acids and bases linked to the context of food, privileging discursive tasks, experiments and problem situations. The research adopted elements of the qualitative approach and it was developed with a group of students from the 3rd grade High School integrated to the technical course in cooking at Escola Cidadã Integral Pastor João Pereira Gomes Filho, in João Pessoa, Paraíba. Data was gathered from a survey questionnaire, responses presented by the students in the lab activities and image records during the other activities of the sequence. The results suggest a heterogeneity of ideas expressed by the students, constituted by theoretical-conceptual aspects of the chemistry discipline and by sensory criteria prioritized in the approach of routine procedures of the technical course which they were in. The didactic experience provided some evidence of the activities 'contributions to resignify conceptual aspects of chemistry in the explored context, in addition to stimulating students' interest and active participation in the tasks proposed by the workshop. The instructional material designed from the didactic investigation presents a set of guidelines on the activities experienced during the research and can be useful as a suggestion and contribution to a contextualized and problematizing approach to the theme acids and bases in chemistry teaching.