Aplicação da Nanociência no ensino médio: uma prática voltada para a síntese de nanopartículas magnéticas nas práticas educativas

Abstract

This study aims to apply a pedagogical practice focused on the synthesis of magnetic nanoparticles with second-year high school students, seeking to promote the understanding of nanoscience and nanotechnology concepts in a contextualized, practical, and interdisciplinary way. The research was conducted using a mixed methodological approach, both qualitative and quantitative in nature, involving bibliographic research, action research, and experimental activities. The proposal was structured through a thematic workshop, comprising stages of initial problematization, knowledge organization, laboratory practice, and application of questionnaires. During the workshop, students participated in the synthesis of magnetic nanoparticles (magnetite) using reagents accessible in the school environment, exploring concepts such as nanometric scale, magnetic properties, and interaction with magnetic fields. Data analysis, obtained through pre- and post-questionnaires, indicated significant improvement in students’ understanding of the topics addressed. Increased engagement and interest were also observed, reinforcing the importance of experimental practices in Chemistry education. Thus, nanoscience, when integrated in a contextualized and practical manner into the school curriculum, constitutes an innovative didactic strategy that contributes to meaningful and critical learning.