Química, água e mídia: uma proposta didático-pedagógica para a educação básica

Abstract

Having water as an essential substance in every human being's life, and considering how the media often influence on consumption of sparkling water to the detriment of tap water, filtered and/or of artesian well, for example, this research aims to design, develop and analyze a pedagogical approach to teach chemistry in high school. To this end, we developed a qualitative research in three groups that are in second year of high school in two public schools which belong to the Regional Education Center in Campo Mourão, they are: a group in second regular year and another in second year of an administrative technical course that is integrated to high school of Campo Mourão State School and a group in second regular year of Joana D'Arc State School. The different realities were chosen in order to meet different training contexts. For the construction and analysis of data, we used as theoretical and methodological reference the Cultural-Historical Psychology (Vygotsky, 1994) and the Historical-Critical Pedagogy (Saviani, 2009; GASPARIN, 2009), as well as scientific articles about water chemistry content and the media influences on student learning. Based on the dialectic method of teaching proposed by the HistoricalCritical Pedagogy, we conducted a diagnosis at first - through questionnaires, observations and oral discussions - about how students understand the consumption of drinking water, the treated water quality and bottled mineral water (carbonated and non-carbonated). In a second moment, we started to questioning and instrumentalization of knowledge in its different dimensions, when we articulate the theoretical and practical activities to contemplate the color analysis, smell and taste as well as pH and determination of the presence of chlorides in the tap water, filtered, artesian well, mineral bottled and sparkling water as well as the interpretation of the labels of the last two types of water (mineral bottled water without and with carbonate), we also discussed about the media influences of the communication means in the consumption of these different types of water. From the analysis of data - that were obtained through participation, discussion, reflection and reports between teacher and students who were involved in the research - we observed that the common sense knowledge gave rise to scientific knowledge, when students were able to understand and express the consciousness that not everything that is spoken or presented on television, newspapers, Internet sites, billboards, posters or other means of communication, specifically about chemistry, corresponds exactly to the reality. Based on the results we consider that the objectives that were proposed in the work: mediate the passage from common sense to scientific awareness and elaborated on the different content and knowledge of social practice; and form critical people, who are free and culturally emancipated, were successfully achieved.