Ana Flávia dos SantosSandra Araújo2026-03-222026-03-22201010.52571/ptq.v7.n14.2010.58_periodico14_pgs_57_66.pdfhttps://doi.org/10.52571/ptq.v7.n14.2010.58_periodico14_pgs_57_66.pdfhttps://andeanlibrary.org/handle/123456789/70746The process of Chemistry teach-learning is being object of concern to educators of the area since a long time. This concern has stimulated a search for improvements in the quality of education, what it evidences the number of projects that aim expressive changes in the pedagogical practices. In this direction, the approach of chemical contents with the subject “Phosphate Fertilizers” had as objective show for the students the other side of Chemistry, with intention to promote a differentiated education, arousing in the student the curiosity and motivation. The development of the project was through of a mini course, with six meeting of 4 hours each one, where has been presented to the students expositive and experimental classes, through the use of differentiated pedagogical techniques, how talks, visits techniques, pedagogical games among others. During the meetings, was possible to realize that the students feel more motivated and enthusiastic when the teacher promotes differentiated activities, these feelings are essentials for a significant learning. So, it was possible to conclude that the use of the subject created in the students an ampler vision of Chemistry that involves the soil and other important points that allowed the growth of the students as citizen.enCuriositySubject (documents)FeelingMathematics educationChemistry educationPsychologyObject (grammar)ChemistryQuality (philosophy)Process (computing)article