TCC Química
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Navegando TCC Química por Tipo de Acesso "Attribution-NonCommercial-NoDerivs 3.0 Brazil"
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Item Análise dos conteúdos e áreas predominantes de química das provas do ENEM dos últimos cinco anos (2020 - 2024): verificação da influência da BNCC na construção(2025-07-01) Góes, Célio dos Santos; Bernardo, Francyelle Moura de Oliveira; http://lattes.cnpq.br/8677739496868550; Silva, Leonardo Vieira da; http://lattes.cnpq.br/3401495568705461; Martins, Thatiane Veríssimo dos Santos; http://lattes.cnpq.br/7197648395296383This study presents the history and structure of the National High School Exam (ENEM), highlighting its evolution as the main mechanism for access to higher education in Brazil and its alignment with the competencies and skills of the National Common Curricular Base (BNCC). It also addresses the challenges faced in Chemistry teaching, such as the lack of infrastructure in schools, students' learning difficulties, and the inadequate training of teachers. Furthermore, the study analyzes the guidelines of the BNCC and the National Curriculum Guidelines for High School (DCNEM), which emphasize the integral formation of students, focusing on the development of scientific competencies, critical thinking, and the application of knowledge in real-life situations. The main objective is to analyze the Chemistry content present in the ENEM exams, within the area of Natural Sciences and their Technologies, between the years 2020 and 2024. The research aimed to identify the most recurring topics, the contexts used in the questions, and the BNCC skills most frequently addressed. The methodology adopted was both quantitative and qualitative, involving a bibliographic review, documentary analysis of the exams, and categorization of the questions according to content and BNCC skills. The results showed a predominance of the areas of Physical Chemistry 28,39%, Organic Chemistry 28,39%, and Environmental Chemistry 18,52%, as well as a strong presence of questions contextualized with themes such as health, environment, and technology. The skills EM13CNT104, EM13CNT301, and EM13CNT307 were the most frequent. In conclusion, the ENEM prioritizes an interdisciplinary and contextualized approach, aligned with the principles of the BNCC, requiring students to mobilize integrated knowledge for problem-solving.Item Determinação gravimétrica de óleos e graxas em águas superficiais: uma abordagem contextualizada para o ensino de química ambiental(2025-07-09) Andrade , Jacksilane Laurentino da Silva; Freitas, Alan John Duarte de; https://lattes.cnpq.br/7222112856028905; Souza, Antônio Albuquerque de; https://lattes.cnpq.br/7344135285199504; Santos, Eduardo Lima dos; https://lattes.cnpq.br/0426360378881187This study addresses the educational adaptation of analytical methods from Environmental Chemistry for high school settings, focusing on the determination of oils and greases (OGs) in surface water. The central research question was: is it possible to adapt the APHA 5520B method for educational purposes while ensuring its applicability in school laboratories with technical feasibility, safety, and pedagogical value? The main objective was to propose a simplified experimental protocol based on method 5520B for gravimetric determination of OGs, integrating it into environmental themes within Chemistry education. This applied, exploratory, and quali-quantitative research involved the collection and analysis of real samples (surface water and industrial effluents), as well as control samples prepared with vegetable and lubricating oils. The method demonstrated good sensitivity in simple matrices, with error margins ranging from 13% to 30%, and greater variability in complex matrices, where errors exceeded 40%. The pedagogical application involved 35 high school students from Theonilo Gama State School (Alagoas, Brazil), who participated in experimental activities and responded to an evaluative Likert-type questionnaire. Results showed that 78% of the students recognized the positive impact of combining theory and practice on their learning process. The adapted protocol proved compatible with inquiry-based approaches and the principles of Green Chemistry, enabling the exploration of topics such as water pollution, environmental legislation, and socio-environmental responsibility. It is concluded that the proposed method is a feasible, accessible, and meaningful didactic tool for teaching Chemistry in a contextualized manner, addressing contemporary environmental challenges.