Autores
Alves, R.M.B. (IFTO CAMPUS PARAÍSO DO TOCANTINS) ; Viroli, S.L.M. (IFTO CAMPUS PARAÍSO DO TOCANTINS)
Resumo
The study presents an experience on the planning and realization of a workshop
for the extraction of vegetable pigments and their use in the production of
artisanal paint developed by the academics of the 5th period of the IFTO
Chemistry Degree Course at EXPOBRASIL 2022, held in June 2022 in Tocantins
paradise. Participants get to know the history of paints, have contact with
natural pigments (flowers, leaves, fruits, roots, earth, etc.), prepare and
produce artisanal paint and paint on canvas with the paints produced. The data
obtained through the questionnaire revealed that the activity contributed to an
interdisciplinary and important understanding for the training process of the
academics involved in the planning and development of the workshop.
Palavras chaves
Pigment; sustainability; interdisciplinarity.
Introdução
The teacher needs to teach the student to read the world in which he lives to
better understand it, contextualizing the teaching aimed at reflection and the
development of critical thinking (SANTOS et al, 2018). The interdisciplinarity
and contextualization are demonstrated through the Curriculum Guidelines for
High School as organizing axes of the teaching of Chemistry, approaching
everyday situations and those created from experimentation (BRASIL, 2006).
Problematization is an essential activity in the acquisition and construction of
scientific knowledge (GIASSI, 2009). Experimentation enables the re-elaboration
of knowledge and reflection, acquiring the ability to create models (GONÇALVES;
MARQUES, 2006). Therefore, the execution of an efficient teaching strategy such
as workshops and practical activities values the construction of knowledge in a
participatory and questioning way, based on everyday situations (NASCIMENTO et
al, 2007). The workshops make it possible to bring students and teachers closer
together, allowing the exchange of experiences and roles between them (SANTOS et
al, 2018). The workshop establishes itself as an environment for the production
of knowledge in a community way, where there is analysis of reality, conflicts
and transfer of experiences between the participants (SILVA et al, 2019). Also
according to Silva et al, (2019) workshops are productive units of knowledge
based on a concrete reality to be transferred to that reality in order to
transform it. Thus, the objective of this work was to present the report of a
workshop on the production and use of vegetable pigments used in artisanal
painting developed during an agricultural fair in the North region of Brazil.
Material e métodos
According to Gil (2002) the study was classified as exploratory and descriptive.
The workshop was held during EXPOBRASIL 2022, in June 2022, at the Newton Moraes
Exhibition Park, in Paraíso do Tocantins. The activities were carried out on
06/06 and 07/06, 2022 at night, lasting 2 hours. The academics of the 5th period
of the Degree in Chemistry of the Federal Institute of Science and Technology of
Tocantins-IFTO: Paraíso do Tocantins campus invited the participants of the fair
to enter the IFTO stand, to participate in a 10-minute dialogued lecture using
films and slides to learn about the history of paints, have contact with natural
pigments (flowers, leaves, fruits, roots, earth, etc.), preparation and
production of artisanal paints and paintings on canvas with the paints produced.
The workshop participants, under the guidance of the chemistry students, carried
out the preparation of plant raw materials and the pigment extraction processes.
Red cabbage, beets, annatto, saffron, carrots, cabbage, black beans, earth,
charcoal were used as raw material for pigment extraction, white glue PVA as a
binder and aloe, egg white, bicarbonate, vinegar as fixatives. A pestle and
mortar were used to extract the pigments, where the vegetables in small pieces
were macerated with a little alcohol until the pigment was released. At the end
of the workshop, the participants answered a questionnaire via WhatsApp, using
the Google Forms form, about the workshop with the following questions: How do
you evaluate the content covered in the painting workshop? How do you evaluate
the didactics presented by the academics of the 5th period during the painting
workshop? How do you rate the paint shop?
Resultado e discussão
40 answered questionnaires were returned. After the end of the workshop, we
started to tabulate the data referring to the questionnaire sent via Whats App
to the participants of the paint workshop. According to graph 1, 87.5% of the
participants rated the workshop as excellent, 75% said that the didactics of the
students of the Degree in Chemistry were excellent and 82.5% rated the content
covered during the workshop as excellent. It was noticed through the
questionnaire that most of the answers were great and that the use of simple
practice mediated by accessible technologies arouses the interest of the
participants. The teacher can arouse the interest of his students using
workshops to expose the contents he wants to teach. Even with deficient physical
structure, lack of equipment deficiencies can make a difference, using
creativity and determination and teaching. According to Moran, Masetto e Behrens
(2000) the teacher has many methodological options for alternative communication
with students, thematic introductions and face-to-face or virtual evaluations of
the work carried out. According to Demo (2000) the teacher must carry out daily
research allied to teaching practice, in order to transform the passive student
into an active student. According to Almeida et al (2017), conducting a workshop
with pigments extracted from plants promoted the contextualization of content,
an interdisciplinary approach, student participation and understanding and a
training moment for academics who worked in the teaching and learning process in
a non-formal teaching environment. Therefore, we understand that the practice of
paintings related to theoretical discussions can significantly contribute to
student learning (FERREIRA et al, 2019).
Conclusões
The workshop carried out allowed the contextualization and interdisciplinary
approach, the participation and understanding of the participants of the
agricultural fair and a training moment for the academics of the 5th period of
the Degree in Chemistry who worked in the teaching and learning process in a non-
formal teaching environment. Based on the study carried out, it is concluded that
teachers always need to innovate, reinvent, seek teaching strategies that involve
students, either during classes or through workshops aggregating pedagogical
actions that provoke and stimulate students.
Agradecimentos
TO GOD, to the IFTO Paraíso do Tocantins campus
Referências
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DEMO, P. Educar pela pesquisa. 4. ed. São Paulo: Autores Associados, 2000.
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