Educação e sustentabilidade: uma abordagem CTSA para o ensino de energia solar no currículo de química

Abstract

The implementation of the National Common Curricular Base (BNCC) in Brazil has driven educational transformations, encouraging interdisciplinary approaches and redefining the curricular structure. Despite this, traditional chemistry teaching continues to prevail, leading to student disengagement and disconnection. To bridge this gap, the Science-Technology-Society- Environment (CTSA) approach offers an exciting proposal for teaching chemistry, fostering engagement and contextualization. An integration project between science and the environment was developed in the Pedagogical Residency Program (PRP) at a full-time public high school in the state of Maranhão. The project included interactive lessons, educational games, the creation of school models with solar panels, and a consultancy to assess the feasibility of solar panels at the school. The exploratory qualitative research involved 114 students and revealed their progress, highlighting active participation and collaboration, as well as the effectiveness of the CTSA approach in sparking enthusiasm for chemistry and environmental awareness. This innovative project demonstrates how education can adapt to the BNCC, address relevant topics, and inspire engaging and meaningful learning. It reflects the results of the practice in students' understanding of the subject and their exploration of creative solutions to challenges that emerged throughout the creation process, strengthening their practical skills and inspiring them to study chemistry with enthusiasm and determination