Sequência didática sobre a química dos perfumes: um processo formativo conforme às tipologias dos conteúdos no ensino da química orgânica

Abstract

The use of approaches in chemistry teaching that are disconnected from reality has become less favored by students, due to processes based solely on memorization and abstraction of content. Therefore, it becomes relevant to discuss, plan, and apply teaching methods that promote the individual development of the student based on specific educational objectives. In this way, the typologies of content serve as a qualitative reference for this purpose, considering learning about: concepts and principles; procedural content; and attitudinal content. Furthermore, the main objective of this project is to carry out a didactic sequence to foster the development of skills and competencies in accordance with the typologies of content in organic chemistry teaching, specifically on the topic of essential oils. The research, regarding data type, is qualitative; in terms of objectives, it is applied; and in terms of procedures, it is action-research, since the activities aim to solve problems through the implementation of an action plan developed between the researcher and the participants. Thus, the didactic sequence of this project was structured around the following units: (a) Initial Assessment; (b) Contextualization; (c) Planning; (d) Verification; (e) Final Assessment. According to the discussed results, this didactic sequence became an enabling teaching methodology for identifying content typologies in the theme of the chemistry of perfumes. In each unit, there was an opportunity for the maturation of knowledge based on its typological aspects, so that the "Final Assessment" helped identify specific skills and competencies through assessment rubrics, serving as a reference for evaluative criteria in line with the established objectives. The activities have a logical connection to the knowledge; for instance, content covered in the "Contextualization" stage was revisited in the "Verification" stage through procedures (such as the extraction of essential oils and perfume production). This allowed for the integration of conceptual, procedural, and attitudinal knowledge, which was further confirmed in the last stage of the unit. Thus, although some formative objectives were not identified at certain moments, they were analyzed within other units. This only strengthens the significance of designing well-intentioned teaching methodologies centered around contextually relevant themes for students, as well as maintaining a continuous evaluative purpose, considering the integration of knowledge according to its typology in all proposed activities. Identifying the construction of this knowledge in a single moment is nearly impossible.