CHEMISTRY TEACHING IN A PROFESSIONAL CONTEXT: APPLICATION AND ANALYSIS OF A DIDACTIC SEQUENCE ON WASTEWATER TREATMENT

Abstract

This article aimed to develop, implement, and analyze a Didactic Sequence focused on the teaching of Chemistry in the training of water and wastewater treatment operators, in order to promote the understanding of the physicochemical processes involved and meaningful learning. This is a qualitative and descriptive study, characterized as an intervention research, conducted with 20 students from a professional training course. The proposal was structured in articulated stages, including the assessment of prior knowledge, dialogued theoretical class, problem-solving activities, experimental simulation of treatment stages, and systematization of knowledge. Data were collected through observations, activity records, and analysis of students’ responses. The results showed that students initially had fragmented conceptions about wastewater treatment, which were re-signified throughout the intervention, with advances in the understanding of coagulation, flocculation, and decantation processes, as well as in the interpretation of operational failures and technical decision-making. The experimental activities promoted the articulation between theory and practice, contributing to contextualized learning and to the development of a critical perspective on environmental issues. It is concluded that the Didactic Sequence is an effective strategy for teaching Chemistry in professional education.