Abordagens do ensino de Química Verde do Brasil: um mapeamento da produção acadêmica stricto sensu

Abstract

Green Chemistry (GC) represents na approach to chemistry guided by sustainbility principles, with the primary objective of redution or elimination waste and pollutants from chemical processes, making them cleaner and more benign for the environment and human health. The approach to GC in teaching is still in its infancy in Brazil, as few undergraduate chemistry degree courses include it in their curricula, which hinders more sustainable training for chemistry teachers. The teaching of GC presents different models of approach, ranging from the simplest, related to a technical-instrumental perspective, to the most comprehensive, based on a critical perspective of GC. These models help to incorporate GC into chemistry teaching, as well as allowing us to identify how comprehensively the subject is being approached. In view of this, the main objective of this research was to carry out a Systematic Literature Review (SLR), at the stricto sensu level (master's and doctorate), at the national level, in order to verify the work on Green Chemistry Teaching (GCE) in Brazil. The research is qualitative in nature, with descriptive objectives and a Bibliographical Review approach. The data was obtained from the databases of the Brazilian Digital Library of Theses and Dissertations (BDTD) and the CAPES Catalog of Theses and Dissertations (CTDC). The RSL covered the period from 2012 to the second half of 2024, totaling 24 papers that met the inclusion criteria. The data was analyzed and interpreted using the Textual Discourse Analysis (TDA) method, which generated four emerging categories, namely: Didactic Proposals in GC, Green Chemistry and the Curriculum, Epistemic Analysis of GC and Literature Review on Teaching GC. Of the papers analyzed, 11 belong exclusively to the GC Teaching Proposals category and were examined based on Sandri and Santin Filho's approach models. Of the proposals analyzed, most were able to achieve Model 2 descriptors, demonstrating that, to a certain extent, progress is being made in the way GC is approached in teaching. The results obtained show that, although GCE is still in the process of being consolidated in the Brazilian academic scene, there has been significant progress, especially in the didactic proposals that seek to incorporate more critical and contextualized approaches. The analysis of stricto sensu papers revealed a growing concern with teacher training aligned with the principles of sustainability, highlighting the transformative potential of GC in teaching. Thus, this research contributes to strengthening the discussion on sustainable teaching practices and to recognizing GC as a structuring axis in teacher training and in the Chemistry Education curriculum.