Interdisciplinaridade e contextualização no ensino de Química Orgânica utilizando como tema gerador os alimentos

Abstract

Organic chemistry is the area that studies the compounds of the carbon chemical element, requiring for their understanding a high degree of abstraction. The work with its concepts in high school is a problem of relevance and is commonly dealt with in the literature. In practice, the teaching of organic chemistry in high school is based in the transmission and reception of knowledge that is often not understood. In order to stimulate and rescue the interest of the students, it is fundamental that the teacher seeks different methodologies that help in the process of teaching learning. From this perspective, this work was based on the fact that the support of an interdisciplinary and contextualization applied in the teaching of organic chemistry for the 3rd year of high school, tends to attenuate obstacles, generating greater learning for students. The subject for this contextualization was based on the food theme, since a balanced diet is related to a quality of life and a possible improvement in school performance. Moreover, it is the objective to verify in practice this connexion, as well as to evaluate student’s knowledge and perceptions about the organic functions contained in the foods most consumed by them. To obtain the results, two questionnaires with different purposes were applied. The results showed that the students have eating habits considered to be of concern, in terms of chemical composition they do not know what they eat, and they still present difficulties in the identification of organic functions in polyfunctional molecules.