Estudo da alteração dos parâmetros químicos do solo pela aplicação de biocarvão de palha de café (Coffea canephora) : uma Atividade Experimental Problematizada (AEP)
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Data
2025-03-06
Autores
Feu, Amanda Marsoli Azevedo
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Universidade Federal do Espírito Santo
Resumo
This study evaluated the application of the Problematized Experimental Activity (PEA) as a didactic strategy in chemistry teaching, within an Experimental Inorganic Chemistry course for undergraduate chemistry students at the Federal University of Espírito Santo (Ufes), Brazil. The objective was to investigate how the PEA contributes to meaningful learning by integrating laboratory practices with theoretical foundations, using soil chemistry and biochar as the experimental and contextual axis. The research adopted a mixed-methods approach, combining qualitative and quantitative methods, with an experimental design for the analysis of biochars and a didactic intervention to assess student learning. Biochars produced at different pyrolysis temperatures were characterized by analyzing their elemental composition, thermal stability, and effects on soil properties. The results showed that the pyrolysis temperature directly influences the chemical and structural properties of the biochars, affecting their ability to improve soil fertility. The biochar produced at 600 °C (BC600) exhibited higher chemical stability and alkalinity, while the one produced at 350 °C (BC350) retained a greater quantity of polar functional groups. Soils treated with biochar showed an increase in pH in water from 4.58 to 5.20 and in CaCl₂ from 3.84 to 4.43; available phosphorus rose from 0.4 to 1.8 mg/dm³; calcium increased from 0.48 to 1.35 cmolc/dm³; and the sum of bases rose from 1.14 to 2.15 cmolc/dm³. Improvements in cation exchange capacity and a reduction in aluminum saturation were also observed. In the educational context, the PEA favored the mobilization of students’ prior knowledge and the construction of meanings, while also encouraging autonomy, critical thinking, and the development of metacognitive skills, although further studies are needed to confirm this effect conclusively. Participant feedback indicated that the experimental approach enhanced the understanding of chemical phenomena and reinforced the scientific contextualization of the contents. It is concluded that the integration of biochar as a soil conditioner and the PEA constitutes a promising alternative both for improving soil fertility and for chemistry teaching, by meaningfully connecting science, education, and sustainability in the training of future chemistry professionals
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Ensino de química , Aprendizagem significativa , Educação ambiental , Sustentabilidade , Condicionador de solo , Chemistry teaching , Meaningful learning , Environmental education , Sustainability , Soil conditioner