Reflexões acerca do ensino de química verde e sustentável a partir de estudos de caso controversos e pensamento sistêmico

Abstract

This work reflects on the pedagogical potential of using controversial socio-environmental case studies to integrate the principles of Green Chemistry (GC) and Sustainable Chemistry (SC) into university courses in Chemistry, Environmental Sciences and related areas. The research involved the development, application, and analysis of two case studies (‘Plasticised Childhood’ and ‘Unpacking Hamburgers’), created within the GPQV research group with the aim of provoking critical reflection on the impacts of everyday products in light of sustainability. Based on classroom observations – in classes taught as part of five modules focused on introducing GC and SC between 2021 and 2024 – reflective reports and textual and discursive analysis were applied. The results obtained indicate that the didactic use of controversial case studies may generate initial discomfort, but can act as a tool to foster systemic thinking. The analysis showed that approaches focused solely on replacing materials (GC logic) tend to elicit more technical and limited responses, while SC-based proposals emerge when students mobilise broader, interdisciplinary and transdisciplinary perspectives. The potential of these experiences to inspire proposals that are potentially applicable to the real worldwas also observed. Finally, the results point to practical and conceptual challenges, such as the narrow notion of ‘practical activity’ and the initial difficulties in dealing with controversies. This thesis sought to contribute to the reflection on how SC can be taught in a more transformative way, highlighting the centrality of systemic thinking in the training of professionals of Chemistry and Environmental Sciences to face contemporary challenges towards sustainability.