2025-02-032025-02-032021MENDES, Manoel Henrique de Souza. A química forense como elemento de contextualização no ensino médio: proposta de uma sequência didática. Orientador: José Pio Iúdice de Souza. 2021. 51 f. Trabalho de Conclusão de Curso (Licenciatura em Química) – Faculdade de Química, Instituto de Ciências Exatas e Naturais, Universidade Federal do Pará, Belém, 2021. Disponível em: https://bdm.ufpa.br/jspui/handle/prefix/7680. Acesso em:.https://bdm.ufpa.br/jspui/handle/prefix/7680Chemistry teaching at secondary level is often characterized as a learning process based on memorization and lack of meaning. Teachers demonstrate difficulties in relating chemistry to events in everyday life and prioritize traditional methodology. The objective of this work was to develop a Didactic Sequence (SD) that uses forensic chemistry methods in an investigative experimentation approach. It is intended to contextualize chemical knowledge using Forensic Chemistry, which uses chemical knowledge to assist in solving crimes. In SD, it is proposed to use didactic resources such as videos and experimentation to make the connection between forensic chemistry topics and some chemistry content covered in high school. The SD was divided into 4 moments, in which the activities that the students must perform under the guidance of the teacher are detailed. Moment 3 stands out, in which students must participate in a crime scene simulation and carry out experiments such as fingerprint identification, blood detection, DNA extraction and paper chromatography. It is hoped that contextualization can make chemical concepts less abstract, making students relate the knowledge approached in the classroom to life in society and, thus, have a greater motivation for learning chemistry.Acesso AbertoSequência didáticaExperimentação investigativaCNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICATrabalho de Curso - Graduação - Monografia