Science teaching based on the STSE (Science-Technology-Society-Environment) approach proposes a multifaceted view to the phenomena studied in the field of Science. Therefore, the relationship between scientific knowledge and its implications on the environment, technology and society must be discussed in the classroom. From this perspective, using Socio Scientific Issues (SSI) has brought great contributions to the development of strategies which allow teachers to relate a specific subject of Science with political, social, economic and environmental aspects of the studied theme. Between 2015 and 2019, two dams with a huge amount of tailings of ore collapsed in the state of Minas Gerais, leaving numerous dead or injured and a great destruction to the environment. Understanding the impacts caused by these disasters goes beyond their scientific aspects, since their consequences affect different socioeconomic and environmental spheres. In this regard, our proposal is to elaborate a didactic sequence (DS) that discusses, by an approach linked to Chemistry contents, the main social, economic and environmental implications of the impacts caused by mining in Brazil, and to analyze how problematization influences the discursive interactions performed by the teacher to conduct a DS.
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