The Potentially Significant Teaching Unit – UEPS constructed is a sequence of activities based
on the Theory oh Meaningful Learning, which, in Brazil, one of the main scholars oh this theory
is Marco Antônio Moreira; however, it has as its main precursor, David Ausubel. Based on
Ausubel’s theory, the presente applied research in education was developed to encourage
practce in a public school in the city of Benjamin Constant – AM. Meaningful learning is
understood as the process through which new information (new knowledge) is related in a nonarbitray and substantive (non-literal) way to the learner’s cognitive structure. For this reason,
there was na interest in combining the theory’s precepts with environmental issues, mainly
because it provides students from the public school system with better knowledge of the region
in which they live, seeking to awaken in them a critical sense through discussions of the
environmental problems nad in addition to enabling them to learn meaningfully. UEPS was to
discuss the environmental issues experienced by students and relate them to scientific convepts
about plastics and polymers in Chemistry classes. The work presented elements of action
research oh the pratical type and also of bibliographical research, which is presente from the
Project elaboration and continued until the end of the research. The approach was qualitative,
in which the main focus is to get in touch with the environment and with the people who are
in it. The method used was deductive, based on theories and laws considered general and
universal,seeking to explain the occurrence of particular phenomena. After the elaboration of
UEPS, it was made available through digital media for schools and teacheres to use in their
classes aimed at 3er year high school classes in schools in the city of Benjamin Constant – AM.
After analyzing and discussing the elaboration of the UEPS, it was possible to asses show this
material contributes to a significant learning of the concepts we proposed to work on, in addition
to obtaining evidence of a possible conceptual evolution by the students.
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