Ensino de química por meio de alfabetização midiática e informacional sobre tratamento de resíduos e meio ambiente no contexto da formação de professores

Abstract

This work aims to use the approach of media and information literacy (MIL) associated with problem-based learning (PBL) as an articulated proposition for the teaching of chemistry in the context of higher education in chemistry at the Federal University of Espírito Santo (UFES, Brazil). The research was carried out in the discipline of Research and Pedagogical Practice in a Teaching Laboratory 2, with a group of undergraduate students in chemistry using as a scenario a group of undergraduate students in chemistry. The pedagogical intervention aimed to organize theoretical and practical knowledge regarding the reuse of iron mining waste through five initial teacher training meetings. The products obtained at the end of this investigative process were iron-based reagents such as: ferric chloride (11,0%), when extracted with HCl, and ferric sulfate (2.4%), when extracted with H2SO4, to be used in experimental chemistry classes. Another product was a research that demonstrates the efficiency of the residue as an adsorbent under different conditions of pH and mass of adsorbent, showing that with 100.0 mg of reject, supported on a filter paper, it is possible to adsorb 98.0% of the methylene blue dye in concentration 16 mg L-1 , regardless of the pH used. Based on this result, the researcher applied the mining residue to remove the methylene blue dye from an aqueous solution. Obtaining a dye removal efficiency of 95% at pH 6 and 8, proving to be a promising alternative for the application of mining residue. Documentary videos was also produced by the students who argues in favor of reusing the iron mining waste. It is inferred that the educational intervention using MIL and PBL favored the improvement of students' skills and competences in the learning process, such as: solving the problem-situation; teamwork; decision making, communication and argumentation in audiovisual productions with socio-scientific and environmental themes, occurring the triangulation between scientific knowledge, learning methodologies and scientific communication.