Uma abordagem baseada no ciclo de vida de smartphones e nos princípios da economia circular para a química do ensino médio

Abstract

This dissertation addresses sustainability within the framework of the circular economy, using the life cycle of smartphones as its central theme. The main objective of the study was to develop an educational e-book aimed at high school chemistry teachers, providing pedagogical proposals designed to promote contextualization of disciplinary content and to encourage reflection on the socio-environmental and economic impacts of the smartphone production chain. A literature review conducted in academic databases and across PROFQUI’s educational resources revealed the innovative character of the proposal, as no previous publications were identified that explored the smartphone life cycle within the context of chemistry education. The methodology comprised two stages: the development of the e-book and its partial implementation in high school classes at a private school in the state of Rio de Janeiro. The ebook served as the central research resource, supporting the exploration of the life cycle stages – extraction, production, transportation, use, and disposal – and the integration of chemistry concepts such as the periodic table, redox reactions, hydrocarbons, electrochemistry, and separation of mixtures. The implementation involved first-year students produced posters addressing the disposal stage and its relationship with separation processes, while second-year students carried out two experiments related to production and use stages: copper plating of a coin and the construction of a series lemon battery, associated respectively with redox reactions and electrochemical principles. The experimental activity was assessed qualitatively through classroom interaction analysis and quantitatively through a Kahoot quiz, which yielded an average score of 69%, indicating satisfactory understanding of the addressed concepts. Poster production was evaluated qualitatively, revealing students’ ability to organize information, systematize ideas, and develop reasoned positions regarding the socio-environmental impacts and responsibilities linked to the final stage of the smartphone life cycle. The results also allowed the identification of strengths and areas for improvement in the educational material.