Proposta de uma sequência didática interdisciplinar e contextualizada sobre produção de açúcar

• Ano de defesa: 2022
• Autor(a) principal: Silva, Luana Priscila da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE CIÊNCIAS NATURAIS E MATEMÁTICA
• Palavras-chave em Português: Produção de açúcar; Contextualização; Interdisciplinaridade; Ensino de química; Sequência didática
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/47553

Sugar is an important source of natural energy and is accessible to people from different food sources, which characterizes it as an article responsible for providing flavor and consistency in food preparation, being part of the preparation of several dishes in Brazilian culture. The main means of obtaining this product is sugarcane, whose cultivation and processing have directly affected the Brazilian economy since colonial times when the country established its first sugarcane mill. With the modernization of the sugar-alcohol sector, sugarcane is currently not only used for the production of sugar but also used for the production of ethanol and the generation of energy. The approach of this theme in basic school training presents the potential for the development of activities in the study of Chemistry. Thus, the present work sought to describe how the development of a Didactic Sequence on sugar production can contribute to the improvement of the teaching and learning process of high school students. The application of the Didactic Sequence took place in two Schools of the State Network of Paraíba. Its structure was organized into six moments, comprising the dynamics of sugar interactions in the body, its different types, and uses, in addition to the implications of its practices in the past and present Brazilian and its production stages involving concepts addressed in the disciplines of Chemistry, Biology, and History. From this perspective, this theme gains particular relevance to be worked in the classroom in an interdisciplinary and contextualized way, using complementary resources that help to expand the innumerable possibilities of interaction between the disciplines and between the areas in which some disciplines are already grouped, such as, for example, Biochemistry in the carbs study. To contribute to the improvement of the teaching and learning process of this content, this work presents the results of a teaching sequence with different activities such as debates, reading texts, crosswords, demonstrative experiments, and video presentations. Therefore, field research was used as a method for data collection, according to the participation and observation of students during the application of activities developed with students of the third grade of high school from two public schools in the state of Paraíba. The data collected during the activities were analyzed based on qualitative research references and the results indicate that the use of themes that involve the students' daily lives motivates them in the teaching and learning process, since the Schools are inserted in an application. Therefore, it was found that the Didactic Sequence provided reflection and construction of knowledge, starting from a curriculum that focuses on the daily life of students, stimulating the learning process, making the curriculum more attractive, and helping to form more conscious and capable young people apply Science in their everyday relationships.