Pesticides: a reflective socio-environmental proposal in chemistry teaching under a science, technology and society (sts) perspective

Abstract

In this article we discuss the contribution of a didactic sequence with the theme “pesticides” in the articulation of chemistry knowledge and socio-environmental questions with public high school students. The above-mentioned sequence, prepared according to the presuppositions of an STS orientation and three pedagogical moments, was developed with twenty-two 2nd year students. The students that participated in the research, in addition to responding to a diagnostic questionnaire about the theme, were involved, during the pedagogical intervention, in group activities, reading and discussion of texts, problem resolution, research with local farmers, preparation of seminars and production of texts. All the moments of the intervention, which had the participation (verbal or nonverbal) of the students, were recorded using a voice recorder and a field journal. The results revealed that the development of the didactic sequence widened the vision of the students as regards the social and environmental implications provoked by the inadequate use of pesticides, in addition to reflections and greater understanding about the theme, showing the importance of introducing socio-environmental questions in chemistry teaching with an STS perspective.