Agrotóxico e agricultura: uma abordagem socioambiental reflexiva no ensino de química

• Ano de defesa: 2018
• Autor(a) principal: Andrade, Franciele Francisca de
• Orientador(a): Silva, Ana Paula Bispo da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Formação de Professores - PPGPFP
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: Brasil
• Palavras-chave em Português: 1. Agrotóxicos. 2. Ensino de química. 3. Formação cidadã. 4. Sequência didática.
• Área do conhecimento CNPq: CIENCIAS SOCIAIS APLICADAS
• Link de acesso: http://tede.bc.uepb.edu.br/jspui/handle/tede/3561

In this research, were analyzed as contributions of a didactic se quence with CTS focus in the Teaching of Chemistry from the thematic agrotoxic as promoter of learning in chemistry and training in student as a citizen. Twenty-four high school students from a state school in Paraíba - PB participated in the study. This study considers the pesticide theme to identify that these substances are present in the student’s experience because they are children of farmers. Agrochemicals are chemicals used in agriculture to control pests and diseases of plants through the bottling system of products, such as increased world agricultural production. As the activities that make up as subjects of succession are diversified with the purpose of provoking reflections for the development of actions, attitudes and behaviors to face the problem and the experiences in a pedagogical didactic sequence of 17 classes, elaborated according to the dynamics of the Three Pedagogical Moments (3MP) proposed by Angotti and Delizoicov (1991) and the Didactic Sequence (SD) proposal was structured using the parameter suggested by Zabala (1998), Dolz, Noverraz and Scheneuwly (2004). The research had a qualitative character and a constitution of data, occurred through the means of the reports during the questionings, questionnaires, audio recordings of the classes and textual production. For an analysis of the data to be used as contributions of the Discursive Textual Analysis (ATD) de Moraes (2003). The results of the analysis, the didactic sequence contribute to the appropriation of the chemical concepts and are discussed related to the thematic and as interactions. CTS provided changes in students' perceptions of the effects of scientific and technological development in today's society. An analysis of the data was also not allowed, it identified different possibilities of dynamization of the teaching of the learning, like greater participation and interest on the part of the students and to believe that can be useful for the Teaching of Chemistry.