Uso e descarte de fármacos: uma abordagem em ciência, tecnologia, sociedade e ambiente no ensino médio

Abstract

Using themes for Chemistry teaching seeks to promote interdisciplinarity and transversality, contextualizing what is learned. With this, it is possible to understand the content of organic functions articulated with the encouragement of the construction of social values, knowledge, skills, attitudes, and competencies with a focus on science, technology, society, and the environment (STSE). Based on this premise, this work consists of applied research with a qualitative approach and exploratory nature, configured as action research. This research developed an educational product as a didactic booklet that discusses the indiscriminate use of medicines and the appropriate disposal methods when they are expired or in disuse. The material is positioned as a thematic subsidy for Chemistry Teaching. The validation of the booklet initially occurred through a pilot made available to a group of PIBID-Chemistry scholarship holders at the Federal Technological University of Paraná, in which 16 students participated who contributed to the improvement of the material. The same material was contributed by judges in their capacity as experts in chemistry teaching. Peers subsequently validated the educational booklet, and 11 Foz do Iguaçu Regional Center teachers participated. They used a Likert-scale questionnaire in which their satisfaction was measured. The last stage of validation took place through a semi-structured interview, a priori and a posteriori, of the implementation of the booklet with students from two third grades of High School in two schools of the State Public Education Network in the cities of São Miguel do Iguaçu - PR and Medianeira - PR. Thirty-three and twenty-one students participated in this stage, respectively, of which ten participated voluntarily on the interviews. The implementation took place during Chemistry class through a workshop on the use and disposal of pharmaceuticals. The data obtained from the peers and students were organized in tables and graphs, and the qualitative information was interpreted through description and discussion. The evaluation of the booklet by peers was satisfactory about the proposed axes. The teachers participating in the research considered the topic appropriate and relevant to teaching Chemistry. Regarding validation with students, the need to use the theme using the problematizing methodology was highlighted, in which the construction of knowledge starts from a process of reflection on their actions and investigates posible solutions.