2020-03-172020-03-172020-02-17LEAL, Witalo Rafael dos Reis. A contextualização no ensino: o uso da mandioca para a produção de farinha, goma e tucupi em relação aos processos de separação de misturas, um estudo de caso em Nova Timboteua – PA. Orientadora: Janes Kened Rodrigues dos Santos. 2020. 66 f. Trabalho de Curso (Licenciatura em Química) – Campus Universitário de Ananindeua, Universidade Federal do Pará, Ananindeua, 2020. Disponível em:https://bdm.ufpa.br:8443/jspui/handle/prefix/3130. Acesso em:.https://bdm.ufpa.br/handle/prefix/3130Considering that in the municipality of Nova Timboteua and its villages family farming is very strong, the processes of flour, gum and tucupi production are greatly explored. For this reason, it is necessary to create teaching tools capable of inserting this cultural knowledge in the school universe of the municipality. The research on Contextualization in teaching: the use of cassava for the production of flour, gum and tucupi in relation to the processes of separation of mixtures, a case study in Nova Timboteua - PA., In order to analyze a didactic proposal about the processes of separation of mixtures, designed for high school students, produced according to the cultural region context. Therefore, it is necessary to elaborate, apply and evaluate a contextualized didactic sequence about the processes of separation of mixtures using traditional experiences on cassava flour production and some of its derivatives in order to produce and apply a questionnaire to analyze the effectiveness of the didactic proposal considering the learning manifested by the students. Then, a qualitative research is carried out in a school of this town, where a didactic sequence was produced on the subject of separation of mixtures using the cultural context. For the data collection, two questionnaires were created. Finally, it appears that in the first questionnaire there was a large number of positive associations and in the second questionnaire the concepts and terms used before and after the didactic-pedagogical intervention were very significant, which shows that the inclusion of cultural knowledge In teaching methodologies, in addition to valuing such knowledge, it demonstrates to students that chemistry may be inserted in the cultural environment that surrounds it.Acesso AbertoQuímicaConhecimento culturalContextualizaçãoChemistryCultural knowledgeContextualizationCNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICA::QUIMICA ANALITICA::ANALISE DE TRACOS E QUIMICA AMBIENTALTrabalho de Curso - Graduação - Monografia