Resumen

PEREIRA, Larissa Baruque; STRUCHINER, Miriam  y  MERINO, Cristian. “Care, Know, and Do”: a proposal for contextualizing chemistry teaching based on the pollution of the Pavuninha River. Rev. Diálogo Educ. [online]. 2023, vol.23, n.77, pp.676-697.  Epub 15-Ago-2023. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.077.ds03.

The teaching of Chemistry, in most Brazilian schools, has been decontextualized from students' reality, contributing to their demotivation. This contributes to students' demotivation for learning this subject. This study involved the construction and implementation of a pedagogical artifact to contextualize Chemistry based on a socio-scientific issue (QSC) that affects students' and their community lives: the pollution of the Pavuninha River. It aimed to analyze the process of pedagogical intervention, focusing on students' participation, engagement, and construction of proposals for existing environmental problems in their community, relating them to chemical concepts. It is an Educational Design Research (EDR) articulated to the perspective of Open Schooling, implemented in a public school in Rio de Janeiro, based on a partnership between three researchers from the university, a chemistry teacher, and her 33 high school students. The research adopted an open and participative scenario and the "Care, Know, Do" model (CONNECT Project) to formulate and develop the activities, which involved conversation groups, film screening, geolocation resource with Google Street View, lectures with researchers, and projects prepared by the students with different intervention initiatives in their community. The students felt motivated and engaged throughout the process. In addition, they integrated scientific culture and citizen awareness, generating positive reports about learning chemistry, as well as solutions to environmental problems experienced in their territory. Following the assumptions of the EDR methodological approach, the entire planning and implementation process was documented and analyzed, generating the present design narrative.

Palabras clave : Chemistry Teaching; Contextualization; Open Schooling; Socioscientific issue; Care Know Do.

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