A interdisciplinaridade no curso de química: possibilidades e atravessamentos tecidos pelo viés da questão animal

Abstract

The present thesis is based on the assumption that working, through an interdisciplinary way, on the relationships between the undergraduate Chemistry curriculum and the animal theme can not only enrich and make the disciplines more interesting in the eyes of students, but also help in their understanding and that of the planetary reality. The aim that guided the research was to investigate and apply means of insertion, through interdisciplinarity between chemical, biochemical and environmental knowledges, of themes related to the animal issue. The theoretical basis for this purpose was grounded on biochemical principles focused on nutrition, (un)sustainability in the consumption of animals, teaching and interdisciplinarity, motivations for inserting the animal issue in the classroom and a systematic review to investigate if and how the theme has been brought up by works in the area. The methodologies used were total observation, participant observation and content analysis, whose data was collected through questionnaires. Through them, it was possible to: carry out a survey in order to understand how professors of Chemistry courses at public higher education institutions in Minas Gerais see contextualization and interdisciplinarity, which includes aspects of the animal issue, in their disciplines; investigate, in practice, possible ways of inserting the proposed subjects in disciplines related to biochemistry and the environment; apply the propositions resulting from the research in order to contribute to a broader view of knowledge; and verify the perceptions of the contemplated students regarding the possible impacts of the approach in them as professionals and citizens. Through the woven paths, it was possible to understand that the known importance of interdisciplinarity opens doors for the inclusion of animals as an aid in solving problems, making the discipline more interesting and attractive, interconnecting knowledge, and contributing to the teachinglearning process. As a general rule, when the subject is inserted in the classroom, the students consider that they benefit from the interventions, which influence both the academicprofessional and personal aspects, highlighting the potential to facilitate the understanding of the subject through contextualization and the presentation of new perspectives in both ethical and moral spheres.