Experimentos ambientais e o novo Ensino Médio: a transposição didática envolvendo processos de tratamento de água
Data
2022-09-20
Autores
Souza, Rômulo Pinheiro [UNIFESP]
Orientadores
Viana, Hélio Elael Bonini [UNIFESP]
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A educação ambiental surge em concomitância com a ampliação da preocupação com os problemas socioambientais de origem antrópica, durante a década de 1960 e 1970. Hoje, estes problemas socioambientais se tornaram tão proeminentes que se considera estarmos vivendo no que chamamos de Antropoceno. Características do Antropoceno incluem uma série de perturbações ambientais, dentre elas os impactos de poluição e contaminação da água, substância esta elementar para a vida como se conhece, e é papel da educação ambiental e do professor que a adota, agir de forma sensibilizadora quanto às propriedades e os usos da água. Nota-se, dentro dos currículos oficiais de São Paulo, na Base Nacional Comum Curricular e nos mais novos Itinerários Formativos do Ensino Médio, o papel específico do professor de Ciências da Natureza (e mais especificamente o de química) de abordar a temática de ciclos hidrológicos e poluição, mas não há menções claras de como isto deve ser feito, ou quando estas menções são feitas, requerem aparatos e equipamentos que podem estar fora do alcance do professor de uma escola pública. Necessita-se de uma metodologia que seja capaz de transpor estes conteúdos ambientais de forma adequada para a Educação Básica dentro das limitações que estas possuem, sendo uma destas maneiras experimentos ambientais de baixo custo. Desta forma, o objetivo deste trabalho é propor, a partir de adaptações experimentais, atividades para aulas sobre Águas e Sustentabilidade tendo pertinência com as novas diretrizes curriculares, tanto para o Professor de Química como também para o professor de Componentes Curriculares de Itinerários de Sustentabilidade. A fim de propor uma discussão, a partir destes experimentos, de como transpor e comunicá-los para os tópicos previstos nas aulas do Ensino Médio. Observa-se que, a partir de materiais de baixo custo, é possível executar experimentos sob a temática hídrica e seu tratamento de forma que esta esteja coerente tanto com as habilidades do Novo Ensino Médio e seus Itinerários Formativos.
Environmental education shows up at the same time with the start of concern with environmental issues of anthropic origin, especially among the 1960s and 1970s. Nowadays, these environmental issues have become so striking that it is considered that we are living on what we call the Anthropocene. Features of the Anthropocene include a series of environmental disturbances, such as the impact of water pollution and contamination, such a substance that is fundamental for life as we know. It’s Environmental Education’s role and subsequently the Teacher that adheres to it, acts in a sensible manner to water properties and uses. It is noted that among the official curriculum of São Paulo, from the Common Curricular National Basis and the brand new Formative Itineraries for High School, the specific role of the Nature Sciences teacher (more specifically the chemistry teacher) to approach the theme of hydrological cycles and water pollution, but there are no clear mentions in how that could be done, or when those mentions are done, they require apparatus and equipments that may be far from reach of a public school teacher. It is necessary then of a methodology that is capable of transferring these environmental subjects effectively to the Basic Education, inside their proper limitations, being one of the examples of that low cost environmental experiments. In this way, the objective of this project is to propose, based on experimental adaptations, activities to classes about Waters and Sustainability inside the pertinent guidelines about curriculum, both for the chemistry teacher and also for teachers of curricular components of sustainability itineraries. Aiming to propose a discussion, after these experiments, at how to propose these topics in High School Level. It was observed that, using low cost materials, it is possible to execute experiments with the hidric theme and your treatment in a way that it’s coherent both with the new abilities of the Common Curricular National Basis, as well as with the support materials for practices from the Formative Itineraries (MAPPAs)
Environmental education shows up at the same time with the start of concern with environmental issues of anthropic origin, especially among the 1960s and 1970s. Nowadays, these environmental issues have become so striking that it is considered that we are living on what we call the Anthropocene. Features of the Anthropocene include a series of environmental disturbances, such as the impact of water pollution and contamination, such a substance that is fundamental for life as we know. It’s Environmental Education’s role and subsequently the Teacher that adheres to it, acts in a sensible manner to water properties and uses. It is noted that among the official curriculum of São Paulo, from the Common Curricular National Basis and the brand new Formative Itineraries for High School, the specific role of the Nature Sciences teacher (more specifically the chemistry teacher) to approach the theme of hydrological cycles and water pollution, but there are no clear mentions in how that could be done, or when those mentions are done, they require apparatus and equipments that may be far from reach of a public school teacher. It is necessary then of a methodology that is capable of transferring these environmental subjects effectively to the Basic Education, inside their proper limitations, being one of the examples of that low cost environmental experiments. In this way, the objective of this project is to propose, based on experimental adaptations, activities to classes about Waters and Sustainability inside the pertinent guidelines about curriculum, both for the chemistry teacher and also for teachers of curricular components of sustainability itineraries. Aiming to propose a discussion, after these experiments, at how to propose these topics in High School Level. It was observed that, using low cost materials, it is possible to execute experiments with the hidric theme and your treatment in a way that it’s coherent both with the new abilities of the Common Curricular National Basis, as well as with the support materials for practices from the Formative Itineraries (MAPPAs)