Contextualização e transversalidade no processo de ensino e aprendizagem de química a partir da temática socioambiental relacionada ao reúso de águas residuárias tratadas para a agricultura irrigada

Abstract

The unequal distribution of water in different regions of the world has provided the practice of irrigation for the development of agriculture which demands an exacerbated use of water. This situation has encouraged the practice of reusing water for agricultural purposes. Thus, the relevance of approaching the theme 'reuse of treated wastewater in irrigated agriculture' in the school environment is justified by the complexities and influences that this theme entails in social, economic, environmental and human health aspects. In this sense, this research aims to identify the opinion, perception and level of acceptability of students in a 1st year high school class at a state school about the socio-environmental theme related to the reuse of treated wastewater for irrigated agriculture. This research was carried out in two classes in the discipline of chemistry through remote teaching using the digital tool Google meet. As for the methodological procedures, the research is characterized as field research, applied and of a quali-quantitative nature. It is also classified as a bibliographic and documentary research. The research techniques used consisted in the elaboration and application of forms of investigative and evaluative aspects, which acted as essential instruments for data collection. The answers to the objective aspect questions were displayed in graphics. The answers to the questions with a subjective aspect were submitted to the methodology of discursive textual analysis. It was concluded that the students considered relevant the inclusion of social and environmental issues linked to the teaching of chemistry. The research ensured that students understand the possible associations of the discipline of chemistry with science, society and the environment, as well as enabling the contextualization and transversality in the teaching and learning process of chemistry from the studies of water, domestic sewage, treatment of domestic sewage and the reuse of treated wastewater for irrigated agriculture, as well as establishing the articulation of the discipline of chemistry with the discipline of biology. Furthermore, exposure of the socioenvironmental theme 'reuse of treated wastewater for irrigated agriculture' in the school environment provided new learning for students in a 1st year high school class; it was found that 94% of the students informed that they would accept the consumption of agricultural food obtained from irrigation with treated wastewater, as long as it is proven that the food does not present any type of contamination.