Abordagem didática do conteúdo de polímeros a partir de materiais utilizados no futebol: uma intervenção pedagógica com graduandos em química

Abstract

The teaching and learning process of chemistry presents considerable challenges, particularly due to the abstract nature of certain concepts, which often leads to difficulties in students’ understanding of the subject matter. In this context, adopting a contextualized approach has shown promising results in overcoming many of these challenges. This study discusses key concepts related to the topic of polymers through materials associated with the context of soccer—an immensely popular sport in many countries around the world and also a symbol of revolution, social emancipation, and inclusion. The choice to explore polymer content through the lens of soccer stems from the limited attention this topic typically receives in chemistry education. To conduct the research, a short course was designed and implemented for undergraduate students enrolled in both the teaching and bachelor's degree programs in Chemistry at the Federal University of Rio Grande do Norte (UFRN), with a total of 23 participants. Characterized as qualitative in nature, the study involved a pedagogical intervention that utilized data collection tools such as questionnaires and audio recordings. The research was previously submitted to and approved by UFRN's Ethics and Research Committee under approval number 6.701.007. For data analysis, elements of Content Analysis were employed, supported by the IRAMUTEQ software during the categorization phase.The results indicate that using the context of soccer to teach polymer concepts was well received by the participants, revealing diverse ways of understanding the concepts discussed, as reflected in their responses. The data also show that students developed a more meaningful understanding of concepts such as monomeric units, polymerization processes, and types of polymers, as these were consistently linked to the familiar context of soccer materials. Finally, students emphasized the importance of incorporating varied didactic resources in the teaching and learning of polymer content, such as models, analogies, and the negotiation of meaning.