Estudo de caso sobre cosméticos: uma análise dos domínios CTSA planejados e mobilizados

Abstract

Although curriculum guidelines recommend a contextualized approach, the teaching of Chemistry is often limited to the transmission of concepts that are disconnected from students’ reality, which leads to learning difficulties. In this context, the general objective of this study was to investigate how the Case Study methodology contributes to the mobilization of the domains of Science, Technology, Society, and Environment (STSE) by students in solving a contextualized problem related to cosmetics. A qualitative approach was adopted, developed through the implementation of a Teaching Sequence structured based on the Case Study methodology and grounded in the STSE approach. The research was conducted in a public state school in the Midwest region of Minas Gerais, with the participation of 15 students. Data production involved a prior questionnaire, expert reports prepared by the students, records of oral presentations, and lesson planning, which were analyzed in light of Content Analysis, with categories defined a priori based on the STSE domains. The results indicated that, when discussing the theme of cosmetics, students mobilized the STSE domains in an integrated manner, with a predominance of the Society domain. However, when specifically addressing organic functions, they showed conceptual difficulties, especially in understanding the term “organic,” which was often associated with common-sense conceptions related to the environment. It was observed that the Case Study methodology favored the articulation among the domains and stimulated critical reflection on socioscientific issues. The research was developed based on the Educational Product entitled “Cosmetics and Chemistry Teaching: an STSE approach to the review of organic functions,” characterized as a Teaching Sequence structured around a Case, developed from a narrative presenting the story of a young woman who, after procedures in a beauty salon, suffers a fatal adverse reaction. Based on this problem, students investigated the substance responsible for the death. The product is intended for 3rd-year high school students and was implemented in a public state school, and it can be adapted to different contexts of Basic Education. Its main contribution lies in offering Chemistry teachers a contextualized teaching proposal that articulates Organic Chemistry content with contemporary socioscientific issues, promoting the integration of STSE domains and the development of more critical, participative students who are aware of their social role.