Crítica da noção de sustentabilidade no ensino de química: uma proposta de sequência didática

Abstract

This research focuses on how ideologies are present in the teaching of chemistry. In order to respond to the central research question, which is "how does ideology function as a social regulator within the teaching of chemistry?", the present study, presented from the perspective of Marxist theory, puts to work concepts of historical materialism and social reproduction to analyze how the notion of sustainability operates in high school chemistry classes. The method involved a non-systematic literature review, and in an initial approach with the classes, questionnaires were used involving questions about the theme of sustainability and sustainable development. The questionnaires were organized with Likert satisfaction scales and space for dissertations, supplemented with space for drawings by students. Analyzing the results obtained from this initial approach, it can be concluded that there is a direct correlation between the ideological apparatuses of the State, represented by the school, and the non-problematization of teaching, treating the effect of environmental degradation as only an environmental problem, without contextualizing the various negative effects of the capitalist mode of production. Based on the analysis of these results, a didactic sequence was created in which the sustainability theme was treated critically, which allowed the classes to mobilize to think about the environmental issue in relation to the functioning of our mode of production.