Conservação de alimentos : uma proposta reflexiva para entrelaçar conhecimentos químicos e questões CTS

Abstract

This qualitative study aimed to answer the question: a Didactic Sequence with the theme Food Preservation can help students of the Education of Youth and Adults? (EYA) reflect on ?Science, Technology and Society? (STS) relationships?. To this end, a didactic sequence (DS) with this theme was elaborated according to STS oriented assumptions and developed with a high school class (EYA category) of a state of Paraná public school in the municipality of Campo Mourão. Throughout the development of the study, the students were involved in diverse individual and collective activities, such as readings and discussions of texts, reading and interpretation of labels, experimental activity, reflection and problem solving. The evaluation took place during the entire pedagogical intervention process by means of answers to open questions in a final exam. Every moment of the study, which had the verbal or non-verbal participation of the students, was recorded by a voice recorder and written in a field journal. The data was analyzed based on content analysis and compared to the theoretical framework of the study. The results indicate that the activities proposed in the DS were important in promoting the reflection of the students as regards problematic situations involving scientific knowledge, and present in everyday life. We can say that the DS contributed to the progressive advance of the participants in food knowledge and issues related to citizenship