A química no ensino médio e a contextualização: a fabricação dos sabões e detergentes como tema gerador de ensino aprendizagem

El conocimiento químico es muy importante a la comprensión de procesos físicos y químicos que nos acercan, por una opción de una vida mejor con calidad, fomentando y acompañando el desarrollo tecnológico. Sin embargo, la formación de un pensamiento químico fruto de un aprendizaje significativo es hoy, en todo el país, un reto paro los educadores de química. Estúdios señalan la contextualización de los contenidos químicos como recurso para promover una interrelación entre conocimientos escolares y hechos/situaciones presentes en el cotidaiano de los alumnos, añadiendo significado a los contenidos escolares, proporcionando a los alumnos un aprendizaje significativo. Con tal objetivo, la siguiente pesquisa se realizó con la intención de contribuir con la enseñanza de química y con el propósito general de proponer un materila didáctico que presentase una forma contextualizada de trabajar algunos conceptos y contenidos fundamentales a la química, con tema generador de la enseãnaza y aprendizaje a la fabricación de jabones y detergentes. Con objetivo de justificar la elección del planteamiento de la contextualización y la elaboración del material didáctico, se hizo una pesquisa acerca de la enseãnaza de química en al red pública de educación y la relación de ésta con los contextos pertenecentes a la realidad de los alumnos. Se observó que la enseñanza de química actual en la red pública de educación es tradicional y descontextualizada. Los resultados de esta pesquisa muestran la necesidad de cámbios la forma de como se enseñan los contenidos químicos. En la segunda parte de la pesquisa, se produjo la elaboración de la unidad didáctica de enseñanza, con el objetivo de promover el aprendizaje significativo de conocimientos químicos a partir del tema de la fabricación de jabones y detergentes. Se observó que el trabajo alcanzó los objetivos propuestos. Una evaluación cualitativa mostró que los alumnos estuvieron más participativos e interesados al estudiar química de esta forma. Relatos y decalraciones de los alumnos también indicaron que hubo un aprendizaje significativo de los contenidos trabajados y que los alumnos son capaces de transferirlos para la comprensión de situaciones reales. Y una evaluación cuantitativa del material nos reveló que 87,09% de los alumnos obtuvieron apuntes iguales o superiores a la media necesaria para la aprobación. Esperamos que hayamos contribuído para mejorar la calidad de la enseñanaza de química y que este trabajo sea solamente un comienzo de una gran jornada

O ensino por problemas nos livros de química: uma análise do conteúdo estrutura atômica

La enseñanza de problemas se ha investigado en la didáctica de las ciencias naturales como un medio importante para desarrollar el aprendizaje de los conocimientos científicos y la formación de competencias básicas. Dada la importancia de los libros de texto para la enseñanza de la ciencia, con el fin de verificar el enfoque de la enseñanza con problemas en los libros de química, se procedió a una investigación realizada en las obras aprobadas en PNLD 2012, basado en el método de Análisis de Contenido. Se analizó el contenido de la estructura atómica, como marco teórico la perspectiva de la enseñanza problémica, basada en el materialismo histórico y dialéctico. Metodológicamente la investigación presenta un carácter cualitativo. Los resultados del análisis de contenido corroboraron la cuestiones de estudio iniciales relacionadas con la explicación centrándose en los problemas, lo que permitió inferir la elaboración de una Unidad Didactica basada en los métodos problémicos para la enseñanza de los modelos atómicos por la exposición problémica, la conversación heurística y la busca parcial, como forma de aproximar los estudiantes a la naturaleza de las ciencias naturales y contribuir al desarrollo de actitudes positivas en el aprendizaje de la química

A contextualização e a interdisplinaridade no ensino de Química: uma analise de livros didáticos ACIDO-BASE e das propostas pedagógicas realizadas pelos docentes diante da temática

Nowadays, chemistry contents taught in high school continue to be presented in a fragmented and decontextualized manner by the teachers and the textbooks. Even though it is known that contextualization and interdisciplinary exchange play an important role in the process of Chemistry teaching/learning. Therefore, the present study aims at enlightening the importance of these methodological foundations in the learning of chemistry. The data acquisition about the subject Contextualization and Interdisciplinary Exchange involved in Chemistry Teaching was developed through bibliographical researches on chemistry textbooks, which focused on the analysis of the topics acid and base , since it is a theme studied throughout all three years of high school. The present study also developed questionnaires which were applied to analyze to what extent chemistry teachers are working in a contextualized and interdisciplinary manner throughout the process of Chemistry teaching/learning. The results obtained in the researches show that a contextualized and interdisciplinary teaching contributes to a more meaningful acquisition of chemistry knowledge, in a dynamic and interactive way, but there are still many roadblocks towards the achievement of this kind of Chemistry teaching/learning process

A compreensão de reação química como um sistema complexo a partir da discussão dos erros e dificuldades de aprendizagem de estudantes do ensino médio

The study of chemical reactions is among the most important contents to the understanding of Chemistry discipline in basic education. However, there are still few studies about chemical reactions as a complex system because, generally, this content is presented in textbooks, taught and even researched in a fragmented form. The thesis here presented aims to investigate, identify and characterize the mistakes and learning difficulties of the students about chemical reactions as a complex system, using for that purpose the analysis of the answers of 126 exams of candidates for the bachelor’s degree in Chemistry Teaching on the entrance exam for the Federal University of Rio Grande do Norte (UFRN). The mistakes and learning difficulties about the parameters ΔG°, Kp, Ea and of the calculation of the amount of substance in a chemical reaction have been identified, as well as the levels of development of the ability to interpret the chemical reaction as a system. The main theoretical source of this study is structured based on the mistakes and learning difficulties (NÚÑEZ, RAMALHO, 2012), of the chemical reactions as complex systems (NÚÑEZ, 1994; RESHETOVA, 1988; SANDERSON, 1968). As methodology, it was prioritized the analysis of the answers to the exams and the interview with the teachers. The results showed typical mistakes in the study of this subject, especially low levels and skill development. No student was able to integrate the different aspects in the systemic understanding of the chemical reaction. From the interviews with Chemistry teachers from High School, it was determined the reasons the teachers assign to those mistakes and learning difficulties. The interviews revealed that the teachers do not work in the perspective of integration of the contents which leads the students to present difficulties and make mistakes related to the content previously mentioned. The study presents a proposal for the organization of the contents of Chemistry discipline for High School as a possibility of a dialectic systemic integration of contents, understanding that this systematic vision, leads to important contributions to the development of the theoretical thinking of the students. We can mention as one of the conclusions of this study, the fact that the non-systemic organization of contents do not favor this kind of thinking in students.

O uso de analogias para o ensino de equilíbrio químico no ensino médio: facilitação da aprendizagem ou transmissão de erros conceituais?

The use of analogies in high school is often useful for chemistry teaching, either on textbooks or by teachers in the classroom.This use is justified by the large number of abstract concepts that rules this course. Analogies are conceptualized by several authors, which converge on the idea that these are tools that seek a way to elucidate an unknown concept by comparing it to a familiar one, relating their similar and dissimilar features. An analysis on a survey of analogies found in high school chemistry textbooks and chemical equilibrium studies is performed in order to verify whether they are leading to misconceptions for their use by students and/or for their use by teachers in the classroom, or whether they promote a learning facilitation

O uso de modelos no ensino de química: uma investigação acerca dos saberes construídos durante a formação inicial de professores de Química da UFRN

In the past twenty years, there has been a significant increase of researches about teacher s professionalization. In that context, the investigations concerning teacher s knowledge represent an important contribution, as they aim to identify and to rescue the base of knowledge that sustains the teacher s profession. In particular, the reflections and propositions of Lee Shulman have been constitute a fundamental subsidy to the teacher s professionalization in the sense of harnessing the pedagogic knowledge to the content s knowledge, establishing the pedagogic knowledge of the content that characterizes and differentiates the teacher and the bachelor in a certain field of knowledge. Among the indispensable knowledge for the Chemistry teacher's professional practice, in this research we have pointed out the pertinence of the knowledge on the use of models in Chemistry classes in the middle and high school. Those knowledges regard the comprehension of students concerning the understanding and models elaborated in science and the models implemented in the Chemistry teaching, as well as the abilities to plan didactic situations that use models. In this research, we aimed to identify the contributions and barriers during the Chemistry teacher education, in UFRN, in relation to the construction of knowledge that subsidize training teachers in the elaboration of teaching activities that involve the use of models. The investigation was accomplished in UFRN, in the Course of Degree in Chemistry, along with 13 student teachers that studied the subject Practice of Chemistry Teaching. For this research, the following instruments were used: questionnaires with open and closed questions, elaboration of a plan of activities for the Chemistry teaching and an interview to answer the established study s questions. The data was analyzed in an established criteria, classified and tabled. The results showed that the student teachers representations regarding scientific knowledge contemplated, among other topics, the idea of a method for his/her construction. In some cases, the models role was emphasized in that construction, as well as the social dimension in the validation of that knowledge. The scientific models were highlighted by most of the student teachers, as a representation method to explain, understand and interpret the chemical phenomena. On the other hand, the didactic models stood out, in most of cases, as a method of aiding the Chemistry students of the Basic Education to understand the scientific models. The representations regarding those categories contemplated important aspects, although in a superficial way, reflecting the limitations of reflections during the formative process. In the elaboration of teaching activities that use models, difficulties were evidenced, in the process of plan construction, relative to the didactic structure and to the proposition of activities that contemplated models, although the student teachers have mobilized different elements regarding the pedagogic knowledge of the content. Such verifications evidence the urge for the teacher development programs to promote changes in the teacher education in order to propitiate, during this process, reflections, discussions and propositions of activities regarding categories highlighted in this research, contributing to the construction of initial elements regarding the pedagogic knowledge of the content that will be developed throughout teaching, therefore corroborating to the teacher s professionalization

A formação inicial do professor de química e o uso das novas tecnologias para o ensino: um olhar através de suas necessidades formativas

La disertación, desarrollada en el Programa de PostGraduación en Enseñanza de las Ciencias Naturales y de la Matemática de la UFRN, estudia las necesidades formativas de licenciandos en Química sobre el uso de las nuevas tecnologías de la información y de las comunicaciones (NTIC), en especial, las relacionadas con la utilización de programas computacionales para la enseñanza de la química. En la actual sociedad del conocimiento, se torna imperativo la eclosión de nuevas formas de aprender y de enseñar, que requieren de nuevas concepciones del trabajo pedagógico. En ese sentido, se exige de los profesores el desarrollo de nuevas habilidades y competencias. El presente trabajo está comprometido con la búsqueda de elementos que puedan nortear los procesos formativos de profesores de química con el objetivo de contribuir con una mejor preparación de la formación inicial, tomando en cuenta sus necesidades de formación. Fue utilizado el cuestionario como instrumento de investigación para diagnosticar y caracterizar las necesidades fomativas, buscando establecer correlaciones entre diferentes variables que cacarterizan el estudio, con el fin de establecer semenazas y discrepancias entre las habilidades docentes en estudio y las necesidades formativas. Los analises de los datos tomo elementos de la estadistica descriptivo e inferencial, con analises multivariados, lo que posibilitó identificar las necesidades formativas. Los resultados muestran ue de forma general los licenciandos evaluan como de bajo, el grado de desarrollo de las habilidades para enseñar usando las NTIC, así como manifiestan sentir necesidades formativas en todas las habilidades referentes a esa esfera del trabajo docente

Opiniões sobre estágio curricular e prática de ensino na licenciatura em química: o caso do CEFET-PB

The Brazilian legal documents are directing the reformulation of the courses that prepare students to be teachers. Through out the country many institutions look for to fit themselves in such documents. On the other hand, other IES (Superior Education Institutions), when they are setting up such courses they looked for to be adequate to the new public politics. Based on the National Curricular Norms to form teachers for Basic Education, in tertiary level, in 2004 it was created at the CEFET-PB,the Chemistry Course (Licenciatura) to prepare people to be teachers, whose organization. This work presents the results of a research of phenomenological nature that aimed to comprehend the teachers opinions, in the range of discussions about the current politics of formation, particularly related to the CNE/CP 1 and CNE/CP 2/2002 resolutions. This work based on the curricular proposal for the Chemistry Course (Licenciatura), presents the relationship between the probationary period and the teaching practice at the CEFET-PB, in order to contribute for a reflection about these categories to clarify the teachers of the course. It started from the consideration of all changes operated in contemporary society implies changes on teacher's pedagogical practices. It was used tow instruments for the data collection: a questionnaire with open and closed questions and recordable interviews. Nine teachers form the CEFET-PB took apart and four licensed teachers. It was based in a theoretic frame as a support for discussions about the different models of teachers formation. We concluded that the representations of teachers about probationary period the practice on the activity for the teachers formation was strongly anchored in characteristic elements of the formative tendency of a institution that historically acted on a technician formation, and the results pointed to strong signs of attitudes based on a model of the technical rationality

Abordando as relações ctsa no ensino da química a partir das crenças e atitudes de licenciandos: uma experiência ormativa no Sertão Nordestino

Este estudio investigó las actitudes y creencias de los estudiantes universitarios en Ciencias Químicas por la Universidad de Río Grande do Norte (UERN) como un paso hacia la elaboración de una propuesta de material didáctico para el estudio de las relaciones CTSA en la licenciatura en química. Para el conocimiento de las actitudes y creencias fue utilizado dos instrumentos (Escala Likert y un cuestionario), que proporcionó un análisis dentro del nuevo paradigma de investigación (cuantitativa y cualitativa) en la Enseñanza de la Ciencia y Matemáticas. Los resultados mostraron que los estudiantes de licenciatura en química tienen creencias positivistas y que suelen son considerados por algunos como ingenuas, como la creencia en el modelo de decisión tecnocrática, la linealidad del desarrollo científico y tecnológico que lleva a el bienestar social y neutralidad de los conocimientos científicotecnológico. Basándose en estos datos y la literatura sobre el tema se elaboraron tres módulos de aprendizaje: a) Cuestionando la hegemonía del conocimiento técnico y científico, b) Las relaciones entre ciencia, tecnología, sociedad y medio ambiente - las relaciones CTSA c) Propuesta de temática para la enseñanza de la química en una perspectiva de CTSA: El Río Mossoró. Por último, el material producido se utilizó en dos cursos ocurridos en el Campus Central en el Centro de Educación Superior en São Miguel, ambos de UERN. Los participantes expresaron su aprobación al enfoque trajo de el experimento propuesto y de el caso de simulación contenidos en la propuesta de

Uma proposta metodológica do ensino da química para alunos da Zona Rural :O estudo do leite

La enseñanza desarrolló, así como los métodos y las técnicas de enseñar. Aquí el he/she piensa un método instrucción, en que el estudiante está más de un oyente simple: además la parte íntegra, él se llama para intervenir continuamente, mientras tocando una parte ancho, interactivo e involucrando, del contextualização del tema para ser trabajado -inclusivo, asocie día a día al his/her y contextual al programa de la disciplina de Química, hasta la manera como ese tema debe explorarse. La leche, el tema pone en correlación al origen del grupo de los estudiantes seleccionados, fue explorado, dentro de una visión sistémica, bajo el punto de vista de la composición de las propiedades de la industrialización y de la comercialización. Buscando prever los caminos de la construcción y organización del conocimiento de los estudiantes, se usó el modelo de administración mental de Antoine de La Garranderie y la teoría de aprender de Ausubel. El conocimiento de los estudiantes se supervisó antes, durante y al final de las actividades desarrolladas, práctica que permitió verificar la evolución y el nivel de asimilación conceptual de éstos con respecto al tema en el estudio. El análisis de los resultados obtenidos, después de la aplicación de una encuesta que contempla veinte asuntos, todo pertinentes al tema, demostró un nivel del uso sobre el promedio, lo que merecido la pena el método de enseñanza propuesta

Análise dos conteúdos termodinâmicos em livros de Química e Física do ensino médio

PNLEM came out in 2004 and modified the view about schoolbook in Brazil. New perspectives pointed towards constitution of a more critical citizen as of an interdisciplinary and more contextualized teaching, made schoolbook understand these changes.But not always these alterations are checked up on by all means,because what we notice are adaptation of works have already known on market, where texts that are placed reveal environmental, socioeconomic, historical facts or daily phenomenon, or then scientific relevancy examples.We thus offer to analyse contents of chemical thermodynamics and physics for high school which are shown on schoolbook of chemistry and physics validated by PNLEM 2012, now called PNLD, studying the facts if these works bring these scientific sociocultural standpoint as well as their historical context,considering as analysis categories the following criteria: presentation of introduction, content contextualizing,presentation of concepts, thermodynamics historical context, representation in microscopic level and proposal of experiments.Eleven books were analysed,being five of chemistry and six of physics.So was applied a questionnaire with physics and chemistry teachers of high school to have an impression of their opinion about their teaching strategies and about schoolbook.This work grounded in orientations of legal documents about high school in Brazil (LDB,PCN,PCN+,OCEM) and in research on science teaching that regards specifically schoolbook and physics and chemical thermodynamics teaching.Were eleven books in number, only four denoted much coherence with new perspectives for high school, being two of chemistry and two of physics,whose concern about contextualizing and with a much integrated view of science to student s reality,indicating much social and critical character.The rest, when don t overlook,regard cultural and historical,socioeconomic contexts in isolated manner from presented concepts,aside from content

A energia e suas implicações no ensino-aprendizagem da química

The area of Education in Chemistry in Brazil has appeared over 30 years and its growth has been accelerated by the need of comprehension of the processes of teaching and learning in chemistry. Many researches, in this area, has among its investigation objects the teaching tools like teaching materials and the learning processes of students in high school and basic education, but when dealing with higher levels of education, they are seldom portrayed. This study aimed to investigate the General Chemistry textbooks with respect to approach the concept of energy; know the main ideas of graduate students in Chemistry on the relation of the concept of energy and chemical transformations; finally, developing a cicle of studies with the proposition of an approach wich inter-relate the concept of energy and its implications in the teaching-learning process of a chemical transformation. To do so, we used as instruments a questionnaire, press conference, conceptual map and experimental activities. All activities of the study cicle were videotaped and recorded, transcribed and the results organized in tables. For the activities of the study cicle texts that have been developed and inter-relating concepts of chemistry and energy, which in turn gave theoretical support to the activities in the cycle. In the analysis it was used as a theoretical content the analysis of Laurence Bardin. The results revealed that the analysis of the book might be perceived that not always the concept of energy is used in order to generate the abstract thought of chemical transformations, but that the main macroscopic thermodynamic variables are present in the explanation of these transformations. During the study cicle, were studied two chemical reactions: the first one, made possible to approach the macroscopic dimension to quantify the concept of energy and the second one, made possible to demonstrate the macro and microscopic dimension of the concept of energy during a chemical transformation. In all reactions proposed, students used, in most of the times, as explanations, only macroscopic observations of the reactions under study and failed to realize that the concept of energy can be used to explain macro and microscopic chemical transformation. As a final action of the study cicle, students requested further discussion, to clarify the link between the concept of energy and the meanings constructed in the process of studying the reactions. This is done through an oral explanation, during the cycle, and registered in this thesis and attempts to show the interrelationship existing conceptual

Produção do mestrado profissional em ensino de ciências naturais e matemática da UFRN (física e química/2005-2012): papel dos documentos oficiais e características dos produtos educacionais

The importance of the Professionals Master in the field of science education is revealed by the recognition that they provide, to practicing teachers, in particular, training spaces for reflection and application of knowledge. This work appears in the context of the project "Research and training in teaching science and mathematics: a cutout of academic production in the northeast and overview of formative action in basic education" on the Centre for Education program, which main objective was to conduct studies description, analysis and evaluation of the academic production of Postgraduate Programs in Science Teaching of UFRPE, UFRN and UEPB and investigate the contribution of continuing education in stricto sensu level, of graduated teachers to improve the quality of basic education . We sought to examine a cut of academic production PPGECNM / UFRN, taking as reference dissertations of Natural Sciences, finished between the years 2005 and 2012, which have developed and applied educational products for high school students. More specifically we sought to conduct a general characterization of the dissertations analyzed for basic descriptors, to understand if and how the official documents governing the Brazilian education, especially science education, subsidized development of dissertations and identify current trends for science teaching are addressed and which ones are used in preparing the product of dissertations. The survey was based on documentary analysis, a type of qualitative approach in which the documents are objects of study in themselves. The results revealed that most of the work was developed in public schools, on subjects of physics and chemistry. During analytical reading of the text of the dissertations was observed that, in its construction, most of them addressed somehow, official documents governing the Brazilian educational system, that the products are basically teaching units and teaching approaches that are more focused on Experimentation and History and Philosophy of Science

Elaboração de uma unidade de ensino potencialmente significativa em Química para abordar a temática água

The evidence of the water theme in news reports is configured as an important topic of interest to contextualize, problematize and/or generate meaning in the midst of discussion of a content from different levels of education and/or disciplines of basic education. The possibilities to use this theme in classroom is also highlighted in Brazilian official documents that guide the practice of teachers of all Brazilian curricular components of this educational level. So, the theme water can be used as subsidy to teach chemistry, since contextualises the teaching of this discipline aiding in the discussion of different chemical concepts. In this perspective, the meaningful learning theory, developed by David Ausubel, has constructivist nature and says that an individual learns significantly when he can relate new information with a specific knowledge structure that integrates the prior knowledge of its structure. In this sense, the use of water as a theme for the approach prior knowledge of chemical concepts has already been characterized as an important topic that can give meaning to the content of education in chemistry. In this dissertation, a teaching unit potentially significant (TUPS) is presented based on meaningful learning theory of David Ausubel approaching the theme water. approaching the theme water. The unit was used in a class of thirty-five students of the 2nd year of high school, a public school in the city of Extremoz-RN, metropolitan region of Natal / RN. Through it was possible to discuss an issue of interest to students of the school to address the chemical contents, such as solutions, physicochemical aspects and stages of water treatment. At first, an initial questionnaire was used to identify the students' previous ideas on the topic under study to the concept of chemical solutions. It was subsequently developed and implemented a series of activities based on students' ideas. To subsidize the sequence, it was prepared four booklets that worked the content of chemical solutions, contextualizing the theme water. The results of this work showed that the alternative conceptions that students have about concepts related to the chemical solutions are similar to the ideas of other students presented in the literature and that the development of the TUPS, allied to the contextualization strategy with the theme water, not only motivated the students for the teaching of chemical content, as yet provided the learning of chemical concepts not in isolation, but making a connection between their ideas and experiences with scientific knowledge. To this, beyond of dialogued lectures, were also used strategies as experimental activities, problem solving, group discussions and construction of concept maps. The final evaluation of the unit was conducted by a questionnaire based on the Likert scale, answered individually by students, who approved the unit as conducive to teaching and learning of chemistry process

Possibilidades de enfoque CTS para o ensino superior de química: proposta de uma abordagem para ácidos e bases

Scientific education has been passing by redefinitions, contestations and new contributions from the research on science teaching. One contribution is the idea of science and technology literacy, allowing the citizens not only knowing science but also understand aspects on the construction and motivation of scientific and technological research. In accordance with this idea, there is the Science-Technology-Society (STS) studies which, since the 1970s, has been contributing for science teaching and learning according to the comprehension of the relationships with society in the Western countries of the North. In Brazil, this approach began to gain projection from the 1990s when the first essays on the theme were published. Currently, there is a clear influence of this approach on the national curriculum guidelines, especially for the area of Natural Sciences, and also on the textbooks chosen by the High School National Program (Programa Nacional do Ensino Médio). However, there seems to be a gap in relation to the discussion on the specific curricular component seen in college on this approach. Thus, this study aims at adopting the approach STS, face to the preparation of complimentary educational material on acid and bases concepts studied in the course of General Chemistry of the Natural Sciences graduation program. To this end, it was performed a bibliographical research aiming at making the state-of-the-art in in these concepts in specific literature to science teaching. It is divided in two stages: systematic study (with sixteen journals chosen according to Qualis-Capes and an unsystematic study with direct search in databases and references in the papers of the systematic study. The studies had their content analyzed and the categories chosen a priori were the level of education, the acid-base theory adopted, and the strategy/theoretical frame of reference adopted. A second stage aimed at identifying attitudes and beliefs on STS (Science-Technology-Society) and CSE (Chemistry-Society-Environment) of students in the teacher and technologist training course in three diferent institutions: UTFPR, UFRN and IFRN. In this study, it was used two questionnaires, composed of a Likert scale, semantic differential scale and open questions. The quantitative data reliability was estimated through Cronbach’s alpha method, and tha data were treated according to classic statistics, using the mean as the centrality measures, and the mean deviation as dispersion. The qualitative data were treated according to the content analysis with categories taken from the reading of answers. In the third stage, it was analyzed the presence of STS and CSE content in chapters on acid and bases concepts of nine General Chemistry textbooks, frequently used in graduation programs in public institutions of the state of Rio Grande do Norte. The results showed that there are few proposals of acid and bases teaching, and they are generally aimed at High School or at instrumentation for teaching courses, and no course for General Chemistry. The student’s attitudes and beliefs show the presence of a positivist point of view based on the concept of Science and Technology neutrality and the salvation of its mediation. The books analysis showed just a few content on STS and CSE are found in the studied chapters, and they are generally presented disjointedly in relation to the rest of the main text. In the end, as suggestion to solve the absence of proposals STS in General Chemistry books, as well as the student’s positivist attitudes, it was developed some educational material to be used in the course of General Chemistry at College. The material is structured to introduce a historical view of the concepts preparation, present the use of materials, the industrial and technological processes, and social and environmental consequences of this activities