Exploring Dietary Supplements in High School through Humanistic Approaches to Chemistry
Chemistry education; dietary supplements; humanistic approaches.
Humanistic approaches in Chemistry education, grounded in sociocultural, philosophical, and historical factors, foster the construction of meaning and make science more relevant to students' daily lives. The topic of dietary supplements, situated within a context of consumption driven by media-driven immediacy, proves to be pertinent for promoting critical reflections on self-medication practices among high school students. This study aims to analyze a didactic-pedagogical experience focused on the topic of dietary supplements, with an emphasis on the social and critical-reflective aspects of Chemistry, aiming at the development of an educational product for Basic Education. The methodology involved the application of a diagnostic questionnaire to identify students’ prior knowledge and to outline their consumption profile regarding supplements, followed by the development of a didactic sequence. The initial data, analyzed through Discursive Textual Analysis, reveal that most participants recognize supplements as sources of nutrients or dietary complements, in accordance with official definitions. However, although they associate these products with health and physical performance, many do not correctly distinguish between nutrients, proteins, and vitamins, demonstrating a lack of knowledge about their chemical composition. It is concluded that a humanistic approach to Chemistry teaching fosters the emergence of argumentation and contributes to the construction of contextualized knowledge, promoting critical thinking and conscious choices related to individual and collective health.