For teachers, who have recently been working remotely or with hybrid teaching, the didactic sequence comes with an support tool. The didactic sequence (DS) is not a replacement for lesson plans, as these are mandatory, but it helps the teacher in organizing and meeting the objectives of their classes. Thus, in this work, a didactic sequence for the teaching of science was developed, more precisely in Ichthyology, and its analysis was made based on the CTSA approach and the BNCC, established for the Early Years of Elementary School. Initially, this sequence was made to be applied in Science Teaching, within the context of an Aquaponics Project that would be developed at the Nossa Senhora do Sagrado Coração Support Center (CANSCC) in Itajubá-MG, with emphasis on vertebrates and ichthyology. This DS was developed in 2020, associated with the Semeando Cientistas Project at the Federal University of Itajubá (UNIFEI) with a subsidy from the Pro-Rectory of Extension (PROEX-UNIFEI). It is expected from this didactic sequence, due to the BNCC, that the application of active methodologies, such as stories and games, as well as resources such as dance and the use of playfulness, tends to help positively in the teaching-learning process of Science. The CTES approach, in the didactic sequence, results in the civic education of critical individuals, capable of promoting a sustainable action to preserve the environment, in a harmonious society, which respects values and differences.

Didatic sequences (DS) can be defined as a set of school activities organized, in a systematic way, around an oral or written textual genre. In this context, this work aims to build an DS with the main theme of soil chemistry and the use of syntropic agriculture for elementary school children. This work was approved and financed by PROEX-UNIFEI, being linked to the project “Semeando Cientistas” which aims to popularize science for children in socioeconomic vulnerability situations. We used the STEM methodology (Science, Technology, Engeneering and Math) and the Science, Technology and Society (STS) approach to build DS, which is divided into 9 stages and 10 classes separated by an interval week. DS presents a main project (building a vegetable garden at school) and complementary activities that seek to make children able to solve a main issue considered at work as a “dilemma”. The competencies of the National Common Curricular Base (NCCB) and the relationship between STEM methodology and STS approach were studied to promote a more contextualized teaching-learning process. In addition, it was analyzed how the elements of science, technology and society are presented in the SD.

The present work consists of the development of a didactic sequence (DS) to guide technical professionals in conducting visits to Wastewater Treatment Plants (WWTP). The didactic sequence was worked as a strategy to enhance the visit by transforming the technical knowledge into taught knowledge, and its development was articulated with the theoretical content taught in public elementary and high schools. To analyze the chemistry content, two books used in public schools in the city of Itajubá-MG were chosen. Each step of sewage treatment represents an element in the DS, which was elaborated based on the theory of didactic transposition advocated by Chevallard (1991) and elaborated considering the steps of the DS advocated by Zabala (1998). The DS was analyzed according to the principles of Didactic Transposition (DT) advocated by Astolfi (1995). It was also proposed the use of a questionnaire to be filled in by the visitor at the end of the visit in order to improve the DS. It is hoped that this DS will help the technical professionals during the visit and to provide a better use of the visit by students of basic education.

In view of the difficulties of contextualizing the contents worked in the subject of chemistry with the daily of students to facilitate their understanding and make the teaching and learning processes more effective, teachers resort to various teaching strategies and didactic resources to energize their classes and arouse the interest of students. Therefore, this work aims to propose a didactic sequence (DS), focusing on the Science, Technology and Society (STC) approach, using a game as a didactic resource, to be used by teachers in the final years of Elementary II and High School. The methodology used was qualitative research having the data regarding the contributions of the use of didactic resources and the STC approach present in the DS, analyzing elements that would confer to the didactic sequence and the game, a STC character. It was found that the STC approach associated with the use of the didactic game, contributes significantly to the teaching of chemistry, bringing students closer to the content and motivating them to build knowledge in a playful and efficient way.

This research has as objective the presentation of a didactic sequence (DS) to the teaching of soil chemistry, based on the use of the syntropic agriculture, and investigate the potential to approach the relation between science, technology and society (STS). Guided on the theoretical references, STS teaching approach, and on concepts about soil chemistry and syntropic agriculture the steps of the DS were woven. The DS was designed to the target audience of students from the second year of the high school and was built in nine stages that contain activities such as: presentation and discussion on videos and news related to the theme; experimental practices and problem situation resolution; growing vegetables garden at school; collection, organization and presentation of project data. The elaboration of the DS followed the STS teaching structure, since the proposal begins by introducing a social theme, going on to technical-scientific discussions and later returning to the initial question. It was also found that, throughout the main activities proposed in DS, several elements of science, technology and society, as well as their relationship, were inserted.

Brazil is the largest coffee producer in the world. After the coffee harvest, the coffee cherry goes through some processes with the objective to improve the quality of the coffee. Among these processes the coffee cherries washing and pulping processes generates large amount of wastewater which contains high amount of organic matter. The present study evaluated the efficiency of Fenton and photo-Fenton processes to reduce chemical oxygen demand (COD), biochemical oxygen demand (BOD), total organic carbon (TOC) and color from the coffee pulping wastewater. Wastewater samples from conventional and organic cultures, collected in 2010, were used in these studies. A preliminary characterization of the effluent showed high content of organic matter and acidic pH. The Fenton process showed to be efficient to the removal of organic matter, resulting in a reduction of 92% of COD, 95% of BOD and 69% of TOC. Use of the photo Fenton system resulted in a reduction of 98% of COD, 100% of BOD and 94% of TOC. The reduction of the wastewater color was also observed in both processes.

Although analytical techniques to assess the degradation of transformer insulation systems are well established, it is essential to develop fast and effective methodologies for monitoring the quality of power transformer insulating fluid. The objective of this work was to develop a fast, simple, and environmentally friendly method to evaluate and monitor the quality of insulating vegetable oil (IVO) from transformers, using multivariate control chart and infrared spectroscopy (FTIR). For the development of the method, IVO samples were subjected to electrical and thermal stress, as well as to contact with insulating paper and copper, to simulate the internal environment of a transformer before and after energizing. Control chart based on principal component analysis was developed to monitor insulating vegetable oil quality. It was possible to identify oil samples with oxidation levels that were outside the acceptable quality standards for insulating fluid in transformers. The results demonstrated the potential of FTIR spectroscopy and control charts as fast and simple tools for monitoring the quality of insulating fluids, enabling the identification of oil samples that fail to comply with regulation standards for insulating fluids, assisting in the implementation of maintenance programs for power transformers.