Fármacos e medicamentos como geradores de conhecimentos no ensino de química

Abstract

The teaching-learning process of content inherent to Chemistry must offer support for students to understand the world around them. Content becomes more interesting when it is motivated through different methodologies that promote interactions with everyday life. The use of contextualized expository and experimental classes helps learning, especially when associated with themes that generate scientific knowledge. Thus, the course completion work had the general objective of studying concepts about drugs and medicines and applying them to the content of organic functions through theoretical-experimental pedagogical practices. Specifically, it was divided into three stages: general concepts, fundamentals of Medicinal Chemistry and self-medication. Three interventions were carried out, with 64 students from three classes of the 3rd year of high school, from a full-time state school, in Goiânia-GO, with pre- and post-conceptual questionnaires being applied to evaluate the topic. Experimental activities were carried out with Acetylsalicylic Acid and Paracetamol to study organic functions. The results showed the students' interest in carrying out and discussing the experiments, they realized the existence of relationships between Chemistry and medicines and that in addition to being chemical compounds, knowledge of the area is necessary to understand self-medication and its disposal. Furthermore, they expressed that chemical knowledge is necessary to understand the actions of medicines in the human body. However, the negative point was the movement between the computer room and the laboratory by students during the interventions, as it favored dispersion and lack of interest in answering the questionnaires. Despite this problem, it is concluded that chemistry teaching should be designed to carry out activities in dialogue with the artifices present in society, in a way that contributes to the learning of teachers and students. These relationships allow us to demystify the idea of the Chemistry discipline as something without applicability and without scientific interest.