PROPOSTAS DE SEQUÊNCIA DIDÁTICA NA PERSPECTIVA PROBLEMATIZANTE PARA A MEDIAÇÃO DO ENSINO DE QUÍMICA ORGÂNICA

Abstract

The behavioral process-action of teaching and learning in its most superficial nature is modulated in complexity, consolidated in the subjectivity of social interaction and in the immense communication skillsand discourses that still exist among individuals, and these skills still challenge researchers all over the world. A degree in chemistry, i.e., teacher training courses in chemistry, lasts an average of three to four years and, throughout this time, the future graduates are busy learning the main fundamentals of chemistry, elements of nature and their applications, getting to grips with teaching methods and skills, and everything else that involves the act of teaching and learning. The proposal of this Coursework is to offer to the communities interested in this area, two proposals for didactic sequences, the first through the theme generator to the chemistry of beer production, a way to teach oxygenated organic functions (alcohols and ethers), and the second, to discuss concepts of chemistry (lipids) and present students with an analytical technique (mass spectrometry) capable of identifying adulteration in olive oil, both cases as a tool to mediate the teaching of organic chemistry in high school. For its elaboration, books, articles, magazines, documents, laws, journals, coursework, dissertations, theses, and websites were consulted. After all the readings, the information related to each proposal was considered and referenced. At the end of the mediation of these didactic sequences, it is expected that students would break with the stereotype of chemistry as a monotonous and exclusively theoretical and traditional subject, contributing to their individual and collective education, transposing school aspects, and cooperating with an ethical and meaningful citizen education, in addition to showing how organic chemistry is present in everyday life; that students have the ability to watch television reports and/or read articles published on the Internet and social media, analyzing the facts from a scientific and ethical point of view; and thus, develop their argumentative skills and their human formation. The training of chemistry teachers exhibits many challenges and knowledge, which can be stimulated in the most diverse forms of teaching and learning, the course is an action, continuous and unfinished, that is, it is necessary to consider subsidies for research in the various areas of chemistry to ensure a solid and effective training for teachers, which will lead to the training of future citizens. This perspective of training aims to enable students to become citiziens, which means teaching chemistry content, which aims to cultivate their ability to participate critically in social issues; of life.