The research has as its theme the teaching of Organic Chemistry, highlighting mainly the teaching-learning process of oxygenated organic functions in high school integrated to the technical course in chemistry at IFAM. This theme is important because it is a content that is very recurrent in the students' daily lives, because when talking about Organic Chemistry we are talking about life, in view of the numerous applications in this area of chemistry such as food, biofuels, cosmetics, medicines, natural and synthetic polymers, etc. In this context, the school must address the content of oxygenated organic functions, highlighting the different dimensions underlying the content, since the applications of organic chemistry, especially with regard to oxygenated functional groups, directly or indirectly influence life and life. social daily life that the student is inserted in. Thus, the study aimed to investigate the teaching-learning process of oxygenated organic functions from the perspective of Historical-Critical Pedagogy
(PHC) in integrated high school chemistry at the Federal Institute of Education, Science and
Technology of Amazonas - IFAM, Campus Manaus-Center. The research used a qualitative approach and involved 25 students from the integrated chemistry class. Critical Historical Pedagogy (SAVIANI, 1986; GASPARIN, 2005) based the construction of a teaching proposal, using audiovisual media (animations) as instrumentation and teaching catharsis. Through the data obtained, it was found that the social, economic and cultural dimensions of the conceptual content of oxygenated organic functions were evidenced in the records written by the students. We found that teaching based on PHC effectively contributed to the teaching-learning process of chemistry as well as the construction and consolidation of an education focused on citizenship.
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