Ensino de química e aprendizagem baseada em projetos: desenvolvimento de artefatos a partir de rejeito de mineração de ferro

Abstract

The teaching practice aimed at joint reflection with students on environmental problems has the function of promoting a transformative formation, capable of influencing the professional future for creative decision making, focusing on solving issues pertinent to society. The discussions on sustainable development and environmental education in the current context indicate the need to use new teaching strategies and methodologies capable of developing important skills and competences in students for their future professional performance, also aiming at the environmental concerns. T contributions of the teaching methodology Project-based Learning (PBL) in the t in the Env Federal University of Espírito Santo (UFES). This teaching methodology enables students to engage in collaborative work, encouraging the sharing of ideas, knowledge and skills for the elaboration of artifacts, enabling them to make decisions and solve problems. The educational proposal involved students in the research process aimed at transforming iron ore tailings into a sustainable product. Wood-plastic, ceramic membranes and the manufacture of adsorbents and ferrites as an option in the treatment of textile effluents are the alternatives presented by the students. The students also applied the current technical standards, as well as separating the fractions from the tailings sample (sand, silt and clay). The mud was characterized by XRD indicating the presence of Fe 2 O 3 (hematite) and SiO 2 (silica) as major minerals and the analysis of Cd, Cr, Cu, and Pb metals by the ICP-OES with results below the specified limit values in the current standards. The research methodology "case study" was associated with "content analysis" for treatment of educational results. The results obtained show that the use of the PBL teaching methodology from the Environmental Education perspective motivated students to seek solutions based on the scientific knowledge acquired in the discipline and the undergraduate course, besides enhancing the creative capacity and collaboration among group members. This pedagogical intervention motivated the students and provided a better understanding of the content, as it addressed everyday subjects integrating theory and practice in the classroom