Descoloração capilar como recurso didático no ensino de biomoléculas

Abstract

The Biomolecules course is a curricular component that poses many challenges for students in the learning process. Therefore, it is necessary to seek methods that facilitate this process. It is evident that there are still decontextualized pedagogical practices, which contribute to student demotivation, rote memorization in learning, and even repeated failures. This study has a qualitative approach and aims to investigate how the theme “Hair Bleaching” contributes to consolidating learning about amino acids, proteins, and lipids through Station Rotation, centered on the three pedagogical moments: initial problematization, organization of knowledge, and application of knowledge. The methodological sequence was applied at the Federal University of Sergipe with undergraduate chemistry teacher education students enrolled in the course “Biomolecule Chemistry.” The process lasted four 45-minute classes, with the participation of six undergraduate students. The results indicate that participants demonstrated greater understanding of the content addressed, showing conceptual development. Although some results are inconclusive, it is possible to observe the contribution of the active methodology to the learning process, supporting a more diversified, dynamic, investigative teaching approach and, above all, one that is aware of the importance of contextualizing classes based on students’ daily lives and experiences.