O efeito estufa e o equilíbrio climático no ensino fundamental II: proposta e validação teórica de uma sequência didática investigativa sob a perspectiva CTSA

Abstract

This Final Course Project, presented as a requirement for obtaining the specialist title in the "Science is 10!" course at the Federal University of Lavras (UFLA), proposes and theoretically validates an Investigative Didactic Sequence (IDS) on the greenhouse effect for the 7th grade of Elementary School. The central objective is to validate, through Scientific Literacy (SL) indicators, an IDS involving the theme of the Greenhouse Effect and climate balance, through the articulation between Inquiry-Based Teaching (IBTT) and the Science, Technology, Society and Environment (STSE) approach. The theoretical foundation highlights the importance of demystifying the greenhouse effect as an exclusively harmful phenomenon, differentiating the vital natural mechanism from its anthropogenic intensification, in addition to correcting common conceptual confusions between this phenomenon and the destruction of the ozone layer. The IDS is structured in four moments: initial problematization ("Hero or Villain?"); experimental investigation ("The Earth in Collapse"); STSE dimension (analysis of the song "Where Are We Going?"); and final systematization (creation of a "Guide to Myths and Truths"). The theoretical validation of the proposal, carried out through a matrix that relates the planned stages to the Scientific Literacy Indicators (SLI), highlights the pedagogical intentionality of the sequence in promoting student protagonism, hypothesis formulation, and critical argumentation. It is concluded that the work presents a potentially viable methodological alternative for the humanization of Chemistry teaching and for the formation of citizens capable of consciously intervening in contemporary climate challenges.