Banca de DEFESA: EROS FURTADO JUNIOR

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : EROS FURTADO JUNIOR
DATE: 29/05/2026
TIME: 09:00
LOCAL: Sala de videoconferência
TITLE:

OIL THAT POLLUTES, CHEMISTRY THAT TRANSFORMS: A STS TEACHING SEQUENCE FOR THE RESPONSIBLE DISPOSAL OF COOKING OIL

 

KEY WORDS:

chemistry teaching; didactic sequence; STS; residual frying oil; oxygenated organic functions.

 

PAGES: 111
BIG AREA: Ciências Exatas e da Terra
AREA: Química
SUMMARY:

The difficulty of learning Chemistry in high school becomes more evident when scientific

concepts are presented disconnected from situations experienced by students. In order to minimize this problem and make the content more relevant to citizenship education, this study aimed to analyze how the contributions of a didactic sequence, based on the Science, Technology and Society (STS) approach and focused on the disposal and reuse of residual cooking oil, can contribute to the construction of scientific knowledge related to Oxygenated Organic Functions, as well as to the development of students’ critical positioning and decision-making. The research was guided by the following question: How can a didactic sequence based on the STS approach, articulated with the study of oxygenated organic functions present
in cooking oil, contribute to students’ awareness of the proper disposal of this residue in a social context? The study adopted a qualitative approach, characterized as a pedagogical intervention, and was carried out at Escola Estadual Desembargador Floriano Cavalcanti, located in Natal/RN, with a third-year high school class. The didactic sequence was planned in eight stages, distributed over ten 50-minute classes, involving a prior knowledge questionnaire, the reading of a problem situation, discussions on the topic, a focus group, the presentation of an educational video, a workshop on aromatic candle production, and the production and
presentation of educational banners. Data analysis was conducted based on the principles of Bardin’s Content Analysis. The results indicated that, at the beginning of the intervention, students had limited knowledge about the topic; however, this knowledge was gradually developed throughout the didactic intervention. Through directed analysis, it was possible to identify the articulation among scientific knowledge, technological processes, and social issues, contributing to students’ critical positioning and decision-making regarding the proper disposal of residual frying oil. It is concluded that the didactic sequence was satisfactory in achieving the proposed objectives, since students showed progress in understanding chemical concepts, recognizing the environmental and social impacts of improper disposal, and proposing sustainable alternatives for reuse. The educational product developed consists of a didactic manual that presents the entire applied didactic sequence, including didactic and pedagogical guidelines for its replication in other contexts.

 

 

COMMITTEE MEMBERS:
Presidente - 1138433 - LUIZ ALBERTO DA SILVA JUNIOR
Interna - 1805556 - LUCIENE DA SILVA SANTOS
Externa à Instituição - MICHELLE GARCIA DA SILVA - UEPB