SCHOOL MEALS IN THE TEACHING OF BIOMOLECULES: A DIDACTIC SEQUENCE BASED ON THREE PEDAGOGICAL MOMENTS.
Biomolecules; School meals; Three Pedagogical Moments; Chemistry teaching; Learning
The dissertation “School Meals in the Teaching of Biomolecules: a Didactic Sequence Based on the Three Pedagogical Moments” investigates the use of school meals as a contextual strategy for teaching Organic Chemistry in high school. Guided by the question “Do you really know what you are eating in your school meal?”, the study aims to connect biomolecule concepts, carbohydrates, proteins, and lipids, with students’ daily experiences, emphasizing their relationship with oxygenated and nitrogenated organic functions present in food. The pedagogical proposal is grounded in the Three Pedagogical Moments by Delizoicov, Angotti, and Pernambuco, combined with Bardin’s Content Analysis. The methodology included theoretical lessons, laboratory and practical activities, and diagnostic and final questionnaires applied to students at Escola Estadual Senador Dinarte Mariz (Natal, Brazil). The results showed significant conceptual improvement, enhanced scientific literacy, and greater student engagement in analyzing their diet, as well as the development of BNCC competencies. The didactic sequence effectively connected theory and real-life contexts, promoted interdisciplinarity, and encouraged healthier eating habits. The study concludes that school meals constitute a meaningful pedagogical resource for contextualized Chemistry teaching and contribute to students’ and integrated learning.