Ensino do tema óxidos e sua relação com a qualidade do ar atmosférico: uma sequência didática fundamentada na Pedagogia Histórico-Crítica

Abstract

His study addresses the teaching of Chemistry, specifically the content of oxides, aligning atmospheric pollution and air quality, based on Historical-Critical Pedagogy (HCP), which proposes an educational practice that aims at the critical appropriation of knowledge historically accumulated by humanity, enabling individuals to intervene in a conscious and transformative way in reality. It is understood that this approach represents a commitment to social transformation, based on an educational practice that questions, criticizes and emancipates. Through its five pedagogical moments: initial social practice, problematization, instrumentalization, catharsis and final social practice, it is intended to develop a didactic sequence based on the historical, philosophical and didactic aspects of Historical-Critical Pedagogy, addressing the subject of oxides, in order to guarantee the scientificity and concreteness of its concepts in social practice. It also brings with it the desire to reflect and answer the following question: What is the potential of the study of oxides from the perspective of Historical-Critical Pedagogy, enhancing the transformative construction of social practice? The work falls within the field of qualitative research, of the action research type, as it involves intervention in the classroom and reflection on pedagogical practice. The data collected were analyzed through Bardin's content analysis, which allowed the categorizing of the responses of the research participants and the assessment of their critical understanding of the topic. As an educational product, a teaching material was developed containing the complete teaching sequence, with activities facilitating the historical-critical approach, reinforcing the importance of methodologies that integrate scientific knowledge and social reality.