TRANSFORMING WASTE INTO LEARNING: ENVIRONMENTAL CHEMISTRY AS AN EDUCATIONAL PRACTICE AT CETI FAUZER BUCAR

Abstract

This article presents an experience report of an interdisciplinary project developed with third-year high school students at CETI Fauzer Bucar, involving teachers from the Natural Sciences area and the school’s kitchen assistants. The proposal emerged from the need to improve students’ performance in Chemistry, particularly in topics related to organic reactions, with emphasis on saponification. Initially, the improper disposal of waste cooking oil from the school cafeteria was observed, which motivated the development of a pedagogical intervention grounded in the contextualization of scientific knowledge with real-life everyday situations.

The project was structured as a workshop for the production of eco-friendly soap from waste oils and fats, integrating theory and practice. During the activities, students were able to understand the chemical aspects involved in the saponification reaction, including concepts such as organic functions, stoichiometry, physicochemical properties of soaps, and the environmental impacts of improper disposal of oily waste. The adopted methodology promoted meaningful learning, fostering greater engagement, student protagonism, and the development of critical thinking.

In addition to improving academic performance, the initiative contributed to raising environmental awareness within the school community, encouraging sustainable practices and reflection on socio-environmental responsibility. The project demonstrated that the articulation between Environmental Chemistry and contextualized pedagogical practices constitutes an effective strategy to make teaching more dynamic, relevant, and transformative.