A abordagem Ciência-Tecnologia-Sociedade-Ambiente a partir de perguntas dos estudantes sobre combustíveis

To teach Chemistry integrating Science, Technology, Society and Environment (STSE) enables students to understand the interrelationships in these areas that are responsible for the evolution of society. This paper reports an investigation carried out with students of the first year of high school, from a state public school in the countryside of Rio Grande do Sul, through questions elaborated about the topic of fuel. The question that guided this research is: How can questions posed by students on the topic of fuels enable the development of actions related to STSE? The development of the activity came from a brief explanation by the Chemistry Professor on the topic of fuels. Students were then asked to ask questions about what they would like to learn about the topic. We use Discursive Textual Analysis (DTA) to analyze the questions. As a result, student interest categories have emerged that address the origin, composition, properties of the fuel production process, the main forms of fuel use, and the economic, political and environmental implications of fuel use.