Contribuições de um estudo de caso para a contextualização do tema agrotóxicos e construção de conhecimento químico por alunos do ensino médio

Abstract

The present work discusses the contributions for the Development of Teaching by Case Study (EEEC), in order to contextualize the learning of chemistry concepts by the students attending the third grade of a High School program in a public school in the countryside of Minas Gerais State from the subject of pesticides. EEEC has been in discussion as an alternative to promote the development of a critical point of view for the students and the concept learning, having as references the works of Herreid (1994) and Sá e Queiroz (2010). Besides the works about study cases, official documents have been used as curriculum guides as PCN, PCN+ and CBC, mainly when it refers to contextualization. The research bases as action-research and for the analysis of those results, Bardin´s (2011) Content Analysis was used as reference. The data collect and construction involved question forms, field logs and audio samples. The intervention was organized in two steps: EEEC diagnosis and development. The outcome related to the first step showed that the most significant activities, according to the students, were those, which promoted their active participation, approaching the subjects, and those related to their routines. Thus, it was possible to diagnose their interests and propose the base for the EEEC.On the second step, after a Case Study simulation, in order the students could understand the procedures for a possible solution, discussion about the subject “mysterious disease in farm workers” was set. The EC simulation has contributed to the understanding of those steps in order to solve the EC. Through the outcome, the students were able to perceive the relationship between the pesticides structure and property, besides enlightening important social aspects and showed their critical thinking and skills focused in citizenship. According to this work, the EEEC has contributed in a significant way for the learning of chemistry concepts through contextualizing the subject of pesticides.