Química verde e sustentabilidade: contribuições para a formação inicial de professores de química

Abstract

Green Chemistry (GQ) and sustainability emerge as fundamental concepts in the contemporary educational context, especially in a world increasingly impacted by environmental degradation and climate change. By comprehending the principles of GQ and what sustainability advocates, we believe that both can be inserted into the teachers formation path, in the perspective of contributing to implementing sustainable formative practices and steps towards including Environmental Education (EE) interdisciplinarily in the initial education of teachers, in which specific knowledge is not disregarded and socio-environmental values are incorporated in its complexity, in the expectation that the nature-society dichotomy will be overcome. Given this context, this study was developed based on the following question: How can the concepts of GC, EE and sustainability, together with experimentation, contribute to the formation of Chemistry teachers? The purpose of this study is to present an alternative for including GC’s guiding principles and the importance of debating sustainability in the initial education of Chemistry teachers. Methodologically, this research is characterized as qualitative, of the exploratory kind. The work was organized in the following steps: (i) Bibliographical research about the concepts and principles of GC, EE, sustainability and experimentation in Chemistry’s education; (ii) Documental analysis of experimental classes’ handouts from the Chemistry Licentiate course of the Chemistry’s Multidisciplinary Institute (IMQ), which is part of the Rio de Janeiro Federal University’s (UFRJ) Multidisciplinary Center in Macaé (CM UFRJ-Macaé); iii) Planning and proposal of changes in the experimental practices from the handouts based on the principles of GC, EE and sustainability; (iv) Development of an educational product in infographic format.The main contribution for Chemistry education is the opportunity to implement more sustainable educational practices as well as the intertwining between the Chemistry teacher’s formation and GC.