Plantas medicinais de Cocal-PI como um recurso didático: uma abordagem para ensino de química orgânica na educação de jovens e adultos (EJA)

Abstract

Education is a fundamental pillar for citizenship building, with Youth and Adult Education (EJA) being essential to mitigate educational inequalities. However, EJA faces challenges such as a lack of interest in subjects that are often abstract, such as Chemistry, which is frequently seen as disconnected from the student's daily life. Given this scenario, this study aims to use contextualization as a methodological tool to promote the de-abstraction of Organic Chemistry content, focusing on oxygenated functions. The methodology comprised three stages: a bibliographic survey using databases such as SciELO, Google Scholar, and CAPES/CAFe; field research at the open-air market in Cocal-PI, via direct observation; and the production of a pedagogical booklet. As a result of the bibliographic survey, eight articles were selected to support the local analysis, in which thirty species with the highest relevance in the literature were found. The field research identified commercially available species that corroborated the findings of the previous stage, thereby enabling the selection of plants whose active compounds align with the chemical concepts covered in high school. At this stage, seven of the thirty species identified in the literature were cataloged. With these data, the booklet 'Chemistry in the Backyard: Learning Oxygenated Organic Functions’ was developed. It is concluded that the material was successful in establishing a bridge between empirical and scientific knowledge, proving to be an effective pedagogical tool to stimulate meaningful learning in both EJA and regular education