Contextualização do ensino de química com a química forense

Abstract

The present work brings a transformative approach, as it allows students to link the teaching of chemistry worked in the classroom to forensic chemistry, alluding to the resolution of crimes that frequently occur in society. In this way, the use of experimentation associated with science shows an important didactic tool, facilitator to be used in the process of interdisciplinarity and contextualization of forensic science, as well as for the insertion of contents in the discipline of chemistry in high school. Thisresearch presents proposals for working with high school chemistry subjects, whose theory is used in forensic tools and in other criminal applicability. For data collection, two questionnaires were applied: one, at the beginning; and another at the end. The use of this instrument was intended to carry out a diagnosis about the students' knowledge before an d after the implementation of the project. A second step was the explanation of points related to the subject, emphasizing peculiar parts for the execution of the next stage, which was a fictitious crime scene, called a criminal jury. With the use of experimentation linked to forensic science and certain subjects of chemistry, the data showed the importance of this didactic tool as an alternative method in the learning process, as well as the insertion of contents in the discipline of chemistry in high school. It is notorious that experimentation is a positive factor for any project development. The results with the execution of the project showed us a broader vision of how the teaching of chemistry is being worked with the social contextualization of the students involving a pertinent point that is forensic chemistry