PROMOTING ENVIRONMENTAL EDUCATION IN CHEMISTRY CLASSES: A TEACHING SEQUENCE PROPOSAL ON THE GREENHOUSE EFFECT IN A PUBLIC SCHOOL

Abstract

Environmental Education is an essential theme aimed at fostering citizens who are aware of contemporary socio-environmental challenges. Chemistry teaching constitutes a privileged space for addressing contemporary issues that impact human life at both local and global levels, such as the greenhouse effect, enabling the articulation between scientific and environmental concepts experienced in everyday life. In this context, the present study aims to describe a didactic sequence proposal implemented during the teaching practicum of the Institutional Scholarship Program for Teaching Initiation (PIBID), targeting second-year high school students from a public school in the city of Cajazeiras, Paraíba, Brazil, as well as to evaluate its impacts on promoting Chemistry teaching integrated with Environmental Education. This study adopted a qualitative approach and an applied nature, being developed through a didactic sequence composed of four expository-dialogic classes, using didactic resources in infographic format and the application of an interactive quiz. The results revealed active student participation, a reflective attitude toward environmental problems, and an understanding of the chemical phenomena involved in the greenhouse effect. It is concluded that the integration between Environmental Education and Chemistry teaching favors the construction of contextualized scientific knowledge and contributes to the formation of socially responsible individuals.