A prática experimental investigativa crítica verde na licenciatura em química de uma universidade federal do estado de São Paulo: um estudo de caso

Abstract

This research sought to understand the redefinition of critical formation in Chemical Education through green investigative experimental practices. Therefore, the research was qualitative approach supported by the case study method of an undergraduate course in Chemistry at Federal Higher Education Institution (IES) located in São Paulo State. As a first step of the research, the criteria defined as “Formative Dimensions for Education in Green and Sustainable Chemistry” were proposed, which intended to present themselves as a qualitative assessment tool of experimental processes and their educational subsidies. The second stage allowed a reflection on the students' understanding of experimental practices. The third point involved the preparation of experimental proposals by the students, which walked to contemplate formative levels to adapt to a more responsible performance, with regard not only to the use of reagents and processes used, but also to the social aspects and environmental issues involved in the experiments. For the last part, the application of experimental practices enabled the design of a proposal for an “Experimental Formative Approach”, which aims to make laboratory practice a contribution to the critical formation of Chemistry teachers. In summary, analyzing the students' formative processes made it possible to observe how students think about experimental work. Finally, the research contributed to the improvement of two aspects of Chemical Education: to overcome simplistic points of view that compromise the understanding of the role of Experimentation and to build theoretical and methodological paths that enable a more critical formation for Sustainable Development.