O uso de estudo de caso para o ensino de questões ambientais através da temática polímeros

Abstract

This work aimed to implement and evaluate a pedagogical intervention aligned with the guidelines of Brazil's New High School Reform, seeking to promote student agency and reframe Chemistry education through the stimulation of critical thinking and argumentation. The adopted approach focused on the duality of plastic—its socioeconomic benefits versus environmental and health impacts—contextualizing the issue and encouraging reflections on the need for new material development, especially in light of socioeconomically vulnerable populations. The intervention was carried out with a 3rd-year High School class from a public school in Fortaleza, Ceará State, and consisted of five stages: application of an questionnaire, a lecture on polymers, reapplication of the same instrument to measure immediate conceptual gains, development of the case study titled "Quem dera que fosse um verme..." ("If Only It Were a Worm..."), and introduction of the mock trial activity. Although the third class planned to hold the mock trial with oral debates between groups representing different perspectives on plastic use, low student participation prevented its execution. This limited the activity to the written submission of arguments. Upon completion of the didactic sequence, a final knowledge questionnaire and a perception survey about the methodology were administered. Comparative analysis of the initial questionnaires revealed significant advances in students' conceptual learning about polymers, particularly after the lecture. The final questionnaire confirmed more consolidated content mastery and a broader understanding of plastic’s dual nature. Arguments developed during the case study displayed satisfactory logical structure and effective identification of core issues. However, limitations were observed regarding scientific grounding, use of technical vocabulary, and engagement with reliable sources. Regarding student perception, most expressed neutrality toward repeating the case study methodology and explicit rejection of the mock trial, indicating some apathy or disinterest toward the proposal. These results highlight the importance of complementary pedagogical strategies to foster greater student engagement and participation, especially in activities requiring oral presentation and evidence-based argumentation, such as the mock trial.