Banca de QUALIFICAÇÃO: JOSE NILSON DE OLIVEIRA FILHO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : JOSE NILSON DE OLIVEIRA FILHO
DATE: 13/10/2025
TIME: 13:00
LOCAL: Container do Instituto de Química - Prédio Química II
TITLE:

DIDACTIC SEQUENCE TO APPROACH THE TOPIC WHEY PROTEIN USING THE CTSA APPROACH

KEY WORDS:

Organic Chemistry. Didactic Sequence. CTSA.

PAGES: 95
BIG AREA: Ciências Exatas e da Terra
AREA: Química
SUMMARY:

This dissertation aimed to develop and implement a teaching sequence in high school using whey protein as the thematic axis for teaching Organic Chemistry based on the CTSA (Science, Technology, Society, and Environment) approach. Specifically, the aim was to explore the topic to address topics such as proteins, amino acids, and organic functions; to contextualize chemical knowledge with real-life situations involving dietary supplements; and to promote critical reflections on the social, environmental, and economic impacts of the supplement industry. The research, applied in nature and qualitative in nature, adopted the action research methodology and involved a third-grade high school class at a public school in Parnamirim, Rio Grande do Norte. The pedagogical intervention was structured into ten lessons, including activities such as label analysis, debates, construction of molecular models, a simulation of a supplement store, and lectures by a nutrition professional. Data were collected through observation records, written productions, and materials prepared by the students, and were analyzed using the Bardin content analysis technique. The results indicated that using whey protein as a topic fostered a connection between the concepts of Organic Chemistry and the students' realities, increased engagement, and stimulated scientific argumentation, in addition to promoting discussions on conscious consumption and product quality. It was also observed that the CTSA approach contributed to interdisciplinary integration and the development of competencies established in the BNCC, such as critical thinking, protagonism, and informed decision-making. The teaching sequence proved capable of articulating theory and practice, enabling students to understand the relationships between science, technology, society, and the environment more meaningfully. It is concluded that contextualizing Chemistry teaching through socially relevant topics, combined with participatory methodologies, enhances learning and fosters citizenship development.

COMMITTEE MEMBERS:
Presidente - 2525587 - CARLOS NECO DA SILVA JUNIOR
Externo ao Programa - 1149356 - ELIZEU ANTUNES DOS SANTOS - UFRNExterno à Instituição - WALLACE ALVES CABRAL - UFSJ