ARAÚJO, Maria Lidiane de Macedo.
Resumen:
The contextualization and interdisciplinarity in teaching chemistry are proposed to
approximate the context in which the student is inserted, taking into account their
culture, ethical and human values. Thus the teaching of chemistry can not just be
restricted to lectures that emphasize memorization of facts, laws and theories that are
unrelated to the socio-cultural background of the student. In this sense, it is necessary to
insert pedagogical proposals that address the contextual ization and interdisciplinarity in
teaching chemistry. The use of teaching by projects where it addresses socially relevant
topics, represent great potential for contextualizing the chemical knowledge. In this
context, this work presents a project that aimed to address the interdisciplinarity and the
contextual ization in teaching chemistry, using as a motivating theme Vitamin C,
emphasizing fruits grown in the region. The project development environment was the
State Preparatory High School Innovative Orlando Venancio dos Santos, located in
Cuite-PB. The survey was conducted in the second half of 2014. In this been involved
students of two classes of the second year, adolescents of both sexes in the age range
16-18 old, living in urban and rural areas. The project was developed through stages
where they presented various activities, which were incorporated into lectures, field
class and experimental classes, where they sought to promote contextualization and
interdisciplinarity of content inherent to the topic Vitamin C. Evaluation of project was
done through the application of four questionnaires, where they had objective and
subjective questions that were directed exclusively to students. From the analysis of the
questionnaires, it was found that the teaching for or ot project design in line with the
interdisciplinarity and the contextualization, contributes to the understanding of various
concepts that are related to the theme vitamin C, especially the chemical concepts.
