O emprego do lúdico na abordagem socioambiental de biocombustíveis/biodiesel no ensino de química

Abstract

The excessive use of fossil fuels has been causing extreme climate change, alarming the world's population. The use of biofuels contributes to reducing greenhouse gas emissions, thereby decreasing the environmental impacts generated. In schools, there is a need for educational intervention based on Critical Environmental Education (CEE) that aims to promote critical awareness and the capacity for social transformation, as well as to attract students' attention and interest in scientific knowledge. For a better foundation, theoretical references in the area of CEE were used from a protagonist and emancipatory perspective. Based on these aspects, an educational game called Trilha do Biodiesel (Biodiesel Trail) was created. Using a methodology based on action research and developing an exploratory qualitative analysis, this playful activity was implemented through a pedagogical intervention. To make better use of playfulness in chemistry teaching, initial socialization and thematic awareness focused on Environmental Education (EE) with biofuels, specifically the life cycle of biodiesel, were promoted. These steps were carried out in partnership with the socio-environmental pedagogical project carried out by a chemistry student, so that during the game, students were already sensitized to the theme and participated in conversation circles on the subject. The game creation process involved making a board with 20 squares and 20 questions on cards related to the use of biofuels and school chemistry content from an environmental perspective. The focus group for the activity was made up of 10th and 11th grade students from a private school. The game was played in the classroom for one hour during the training sessions implemented in the new high school system, in which student participation is voluntary, allowing them to choose the area of study in which they want to deepen their knowledge. According to the analysis of the questionnaires and discussion groups, the activity was considered beneficial, as it was possible to observe an evolution in the classes' knowledge related to biofuels, in addition to an increase in student engagement and dedication. A retrofit of the game's use was also carried out with undergraduate and graduate students in chemistry, contributing to its analysis and improvement. It was concluded that the use of the Biodiesel Trail Trilha game in EA can mediate a contextualizing and critical approach, promoting integration between topics in the high school chemistry program and the discussion of energy and current climate change, in addition to being an alternative and more fluid means of monitoring learning progress by allowing students to identify and correct their own mistakes.