https://repositorio.ifpe.edu.br/xmlui/handle/123456789/469 Trabalho de Conclusão de Curso - TCC 2026-06-30T17:42:18Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2217 Sustentabilidade nas aulas de química: uma abordagem sobre corantes e pigmentos naturais a partir do enfoque da Ciência, Tecnologia, Sociedade e Ambiente (CTSA) This study examines the impact of an investigative teaching sequence based on the Science, Technology, Society and Environment (STSE) framework on high school students’ understanding of dyes and pigments and their socio-environmental implications. The instructional proposal connected core chemical concepts — including molecular structure and the origin of color — to real-world issues associated with synthetic dyes in the textile industry, with particular attention to excessive water consumption and inadequate waste disposal. Adopting a qualitative research design, the study combined pre- and post-tests to assess changes in students’ understanding, along with investigative and experimental activities focused on the production and application of natural dyes. Initial findings revealed that students had limited awareness of environmental impacts and struggled with more abstract chemical concepts. Following the intervention, students demonstrated a clearer ability to relate scientific knowledge to real-life contexts, identify socio-environmental challenges, reflect on the pillars of sustainability, and propose more responsible alternatives, such as the use of natural dyes and appropriate water treatment practices. While difficulties remained in fully grasping more complex molecular concepts, the results suggest that the teaching sequence effectively promoted contextualized learning, encouraged critical thinking, and strengthened socio-environmental awareness. Overall, the study highlights the value of investigative and context-based approaches in Chemistry education. 2026-04-10T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2215 Fertilizantes biodegradáveis no ensino de Química: uma abordagem sustentável em uma perspectiva CTSA Environmental chemistry and sustainability are the foundational pillars that guide a critical understanding of issues surrounding the use of traditional chemical fertilizers and biodegradable alternatives within the contemporary socio-environmental context. This study contextualizes the concept of sustainability through the examination of fertilizers from a Science, Technology, Society, and Environment (STSE) perspective, with a focus on biodegradable fertilizers. The objective is to promote a sustainable approach in chemistry education by exploring the use of natural fertilizers derived from renewable materials. The proposal is grounded in chemical concepts such as solubility, nutrients, soil reactions, and matter cycling. The STSE approach supports social, technological, and environmental study that encourages students to recognize the benefits and risks associated with traditional chemical fertilizers, as well as to analyze more ecologically viable solutions, such as biodegradable fertilizers. During the approach, a homemade fertilizer was produced using banana peels, eggshells, and coffee grounds to consolidate the problematization and foster critical-social thinking through the use of alternative materials. This led to the following question: how can the use of controlled-release biodegradable fertilizers contribute to a sustainable approach in chemistry education from a STSE perspective? The research was conducted with a first-year high school class and follows a quantitative research methodology. The results demonstrate the relevance of the methodologies employed in applying the STSE-based didactic sequence, indicating improvements in the quality of students' arguments and direct connections between the studied content and the concept of sustainability. 2026-04-06T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2177 Levantamento de práticas experimentais aplicáveis ao ensino de Química Geral, Inorgânica e Ambiental no Ensino Médio. Chemistry teaching in High School is marked by challenges related to the abstract nature of the content, the difficulty in articulating theory and practice, and the predominance of methodologies centered on the transmission of information. In this context, experimentation emerges as a relevant pedagogical strategy to promote meaningful learning and the development of scientific competencies. This study aimed to conduct a bibliographic survey of experimental practices applicable to Chemistry teaching in Basic Education, analyzing their pedagogical potential and their possibilities for classroom implementation. The research is characterized by the selection of academic publications that present experimental alternatives suitable for application in General and Inorganic Chemistry classes at the High School level. The selection criteria included the scientific relevance of the studies, the use of low-cost alternative materials, the feasibility of implementation in the school context, and the presence of investigative and contextualized approaches from the STSE perspective (Science, Technology, Society, and Environment). A total of 19 studies were selected and organized according to the thematic contents addressed. The results indicate that experimental practices contribute to the understanding of abstract concepts, promote the integration between theory and practice, and stimulate the development of skills such as argumentation, autonomy, and critical thinking. It is concluded that experimentation, when guided by pedagogical intentionality and appropriate teacher mediation, constitutes a fundamental resource for strengthening the teaching-learning process in Chemistry. 2026-04-08T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2172 Carboidratos nos rótulos de alimentos: uma abordagem química para o consumo consciente A alimentação influencia diretamente a saúde e o bem-estar, sendo tema relevante em diferentes áreas do conhecimento. Os carboidratos, como principal fonte de energia, destacam-se nesse contexto. O ensino de Química funciona como ponte entre conceitos científicos e a realidade cotidiana dos estudantes, possibilitando uma compreensão crítica da leitura de rótulos alimentares, na interface Ciência, Tecnologia, Sociedade e Ambiente (CTSA). Este trabalho buscou analisar como o conhecimento químico sobre os carboidratos pode ser utilizado como ferramenta para promover a leitura crítica de rótulos e incentivar o consumo consciente. A pesquisa adotou abordagem qualitativa, descritiva e exploratória, aplicando uma sequência didática em duas turmas do 3º ano do Ensino Médio. Os estudantes analisaram rótulos nutricionais, discutiram a importância dos carboidratos para a saúde, classificaram seus tipos e participaram de um quiz interativo no Kahoot!. Os resultados evidenciaram avanços na interpretação de rótulos, compreensão dos riscos do consumo excessivo de açúcares simples e valorização de escolhas alimentares mais conscientes. A fundamentação teórica integra Química, Educação e Sociedade, articulando ciência e perspectiva CTSA, transformando o conhecimento científico em ferramenta pedagógica. Conclui-se que a metodologia promoveu efetivamente a leitura crítica de rótulos e incentivou práticas de consumo consciente, contribuindo para a formação cidadã dos estudantes. 2026-04-01T00:00:00Z