A utilização nutricional do Açaí (Euterpe oleracea MART.) para abordar conceitos de química em uma escola pública no município de Codajás-Am

Abstract

Chemistry is commonly seen by students as a discipline full of calculations and formulas that is not present in their daily lives. For this reason, this work aimed to make use of non-formal teaching spaces combined with the nutritional use of acai (Euterpe oleracea Mart.) To contextualize concepts of organic chemistry, seeking improvement of the teaching and learning process. To this end, pedagogical actions were carried out such as: theoretical classes linked to field practices in non-formal spaces in the classes of the Professor Luiz Gonzaga de Souza Filho State School in Codajás-AM, addressed topics on the nutritional composition of acai fruit, as well as the economic importance and social palm to the region. Subsequently, classes were held in non -formal teaching spaces, these being an acai plantation, to know the planting and harvesting steps, then a guided tour was made at the “Bellamazon” acai factory, where the washing steps were followed; maceration; Falling; Pasteurization, filling, freezing and storage. Finally, a questionnaire was applied to students with ten open and closed questions about the contributions of using a regional fruit and the use of environments outside the classroom to address chemistry concepts. The data were analyzed and discussed through observation and discursive textual analysis (through the categorization method). In highlight of perceptions, students were able to understand the association of nutritional composition in the teaching of chemistry equating the contents in the classroom with the theoretical contents in the classroom, and can then say that the theoretical contextualization and practical helps in the teaching learning process aiming at perception of the student on the nutritional composition of acai. Therefore, this methodological approach brought a new view of the ways of teaching in the school environment, with a possibility of changes and/or association in the traditional teaching model, causing the development of pedagogical practices.