Self-medication and chemical education: contributions of an island of rationality for youth and adult education

• Grant number: 19/01043-1
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: May 01, 2019
• End date: December 31, 2019
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Tathiane Milaré
• Grantee: Karina Paes Delgado
• Host Institution: Centro de Ciências Agrárias (CCA). Universidade Federal de São Carlos (UFSCAR). Araras , SP, Brazil

Abstract

With the fast pace of life, the human being has as characteristic the demand and development of technologies and solutions that supply their needs and difficulties in the shortest time possible. Thus, health problems are seen as "delays" and must be remedied as quickly and efficiently as possible. In this situation are the medicines, natural or synthetic, that are used by the population without prescription. Such action is called "self-medication" and can lead to very serious problems, such as worsening of the clinical picture and intoxication. Therefore, self-medication is understood as an important theme to be worked on throughout society, it stands out the work in schools in this regard. As a possibility of development of such a theme, it is suggested the use of chemistry classes, since this discipline has a methodical teaching that could be improved from the insertion of such a thematic, with social character. In this way, the present project presents a research proposal that aims to analyze the potentialities and difficulties of the teaching of chemistry before the Education of Young and Adults, a class of education often overlooked in studies and research in the area. For this, the development of teaching by project, based on the methodology of the Interdisciplinary Islands of Rationality (IIR), based on the idea of Scientific and Technological Literacy (ACT), is proposed for the development of a critical-reflective vision of the student before the everyday situations that it faces. With the guidance of authors such as Sasseron (2008), Fourez (1997) and Richeti (2011), we intend to discuss and analyze the contributions of the use of the topic of self-medication in the training of EJA students.