A importância do uso racional da água: uma proposta integradora da BNCC no ensino de Química para o Ensino Médio

Abstract

Raising awareness that the rational use of water is extremely important for humanity, as well as being a rich mineral resource for animal and plant consumption, is an environmental issue that is widely discussed in educational environments, since it was a theme chosen for the natural sciences elective at the Raimunda dos Passos state school during the classes held in the teaching of the chemistry curriculum component at the Comprehensive High School, and is an essential tool for the teaching and learning process in the concepts established by teachers and students during the content taught according to the National Common Curriculum Base (BNCC). This demonstrates the effectiveness of organizing the main definitions of the proper use of water inside and outside the school environment. Thus, the integrative proposal of the research aimed to show water as an integrative proposal for teaching and learning chemistry in comprehensive high school, in which we sought to introduce various possibilities of methodologies to address the theme in the elective classes about the water we see and don't see. To this end, we relied on the didactic tools used by the teacher, in other words, the didactic sequence to be used for the project to achieve results. These include direct interviews, participatory questionnaires, observing the physical and chemical aspects of water under a microscope, building water filters with alternative materials and observing a water treatment system in the field. The investigation was based on the following question: what research strategies do teachers and students use with regard to the rational use of water in the teaching and learning process during high school chemistry lessons? The instruments and techniques used to produce the data were obtained from qualitative and quantitative research, addressing the main aspects of the chemistry teaching textbook in comprehensive high school classes. Some researchers provided the basis for this work, including Santos Júnior et al (2013), Guimarães and Giordan (2013), V. M. Silva, Dantas Filho and G. N. da Silva (2020), Foleis et al (2015), Santos and Rodrigues (2018), H. C. Silva, M. Silva and Gomes (2012), among others. Encouraging students to learn science concepts in secondary school is one of the main tasks of teachers as opinion formers, educating students and promoting continuous learning. Taking into account that the concepts developed during lessons should be implemented continuously in the school routine, measures to respect and promote environmental education should be carried out frequently in order to promote the definitions established by teachers and assimilated by students in favor of meaningful learning, where students can establish situations that lead them to reflect on themselves and others.