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Item Estudos sobre a educação para as relações étnico-raciais e a descolonização do currículo de química(Universidade Federal de Goiás, 2017-07-26) Alvino, Antônio César Batista; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Benite, Anna Maria Canavarro; Dias, Luciene de Oliveira; Souza, Lorena Francisco deThis study suggests the debate on the Decolonization of the Chemistry curriculum considering that America is a continent that had its social formation and culture founded on slave labor (Native Americans and Africans), the school as a microcosm of this society, in its curricula, also omits these presences. We argue that the best possible education is the one that ensures the rights of all (colonizers and colonized). However, the Brazilian school curriculum prioritizes the culture of the colonizer; in other words, the teaching of chemistry is based on European culture. The research proposes a curriculum that is committed to developing students' potentialities, understanding the organization, transformations, structure and properties of the matter and to understand the complex social and racial reality of Brazil. The objective of this research is to reconsider the teaching of chemistry by performing an epistemic displacement of the Chemistry curriculum. The empirical results presented in this text were collected in an Experimental Chemistry class that focuses on the Decolonization of the curriculum. This class had the purpose of making the epistemic displacement of the Chemistry curriculum working within the topic of the Law 10.639/03. Empirical results of three pedagogical interventions developed in the class are presented, eight excerpts from the discourse produced (biofuels, global warming, bleaching ideology, surface tension and body cleaning) are presented according to the topic of each class. The results show possibilities of teaching Chemistry from an epistemic matrix that is not European. The results indicate the need to think about the relationship between the construction of chemical knowledge and the social and racial relations within the classrooms and how they favor student development.Item Ensino de química afrocentrado: a contribuição africana para o desenvolvimento tecnológico do país(Universidade Federal de Goiás, 2021-08-20) Alvino, Antônio César Batista; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Benite, Anna Maria Canavarro; Souza, Aparecido Ribeiro de; Aguiar, Vinícius Gomes de; Silva, Juvan Pereira da; Bonifácio, Viviane GomesThis investigation dealt with the implementation of Law n. 10.639/03 in teaching chemistry, high school, which originated this thesis that aimed to answer the question: is it possible to teach chemical contents from the historicity, cultural and epistemic context of an African matrix? For such, a subject entitled Experimental Chemistry was created. What works the chemical contents from the thematic axes: Sugarcane cycle in Brazil; Gold cycle (mining) in Brazil; Origin and production of soap: African technology in Brazilian education – making ash soap and African matrix science: racism in science education, which explored the chemical contents in line with historicity, cultural heritage, technological and epistemic of African peoples and peoples of African descent voluntarily or involuntarily dispersed throughout the world, the study had elements of a participant research, it was, therefore, an educational activity that aimed at the physical and mental emancipation of black youth. We emphasize that this text will present an afrocentered and afrocentric methodological approach. For this reason I print an analysis based on an African center in the analysis of the results. The total corpus of analysis consists of the planning of Pedagogical Interventions (PI) and transcription of classes from audio and video recordings of arguments produced by students produced in classes, 60 students aged between 14 and 22 were actors in this investigation. The data obtained were grouped into 11 extracts that dealt with racial prejudice, racism in science education, anti-discrimination policies, racial discrimination in the media and employment, African matrix technologies, quilombos, chemical reactions, redox reactions, osmosis, polarity and solubility of materials, in the analyzes we printed an African methodological conception of the data and a problematic education perspective of Freire (1979, 1995, 2005) and Francismo Jr (2010), in which we take into account that education in communication (SODRÉ, 2012). The results indicate that there is a possibility to teach chemical contents in a pluralist perspective, which values the view of colonized peoples, hidden in chemical education by epistemic racism.Item Investiga menina: estudos sobre a parceria colaborativa entre o movimento social e a universidade como estratégia de divulgação científica(Universidade Federal de Goiás, 2020-10-02) Bastos, Morgana Abranches; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Benite, Anna Maria Canavarro; Gonçalves, Eliane; Amauro, Nicéa QuintinoThe history of science has always been told from the point of view of white men. The scientific and technological achievements are considered to have been developed only by Europeans, and this distorted view contributes to the maintenance of homogenizing stereotypes and to justify the inferiority of non-whites and women. We understand that black women are part of this history, but they have been invisible and excluded over the centuries, a fact that reflects in our reality so that the representation of black women in scientific and technological activities is almost nonexistent, denouncing the confluence of racism with sexism. This research is a participant research. Our results show that the partnership between the university and the social movement around cultural experiences can be an alternative to demystify the sciences as an exclusively male, white and laboratory activity. They also show the importance of valuing and highlighting the contributions of black women to our science and society. The results allow us to conclude that the media play an important role in conveying deformed stereotypes of science, but should also be used to reverse this situation. And that is why we use social networks, important means to bring people together as a strategy to promote the visibility of black scientists and the dissemination of their work. On the other hand, the science produced in our country comes mostly from within public universities, and these universities must communicate with the general population, which pays taxes and maintains them, and the knowledge produced by them must aim at improving people's lives.Item Estudos sobre a educação para as relações étnico-raciais na formação de professores de química: a experiência do Coletivo Ciata(Universidade Federal de Goiás, 2018-01-21) Camargo, Marysson Jonas Rodrigues; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Benite, Anna Maria Canavarro; Cunha Júnior, Henrique Antunes; Dias, Luciene de OliveiraAlthough overcome in the theories of natural sciences, the concept of race, as an attribute built socially in time and space, still works as a parameter for allocation of people in the social structure and many data could represent this statement, such as one young black man is murdered in Brazil every twenty-three minutes. Affirmative action comes with a strategy to combat racism and can be put into practice in all spheres of civil society, because it mainly aims to undo the social structure that drives black people to underprivileged economic and symbolic positions. Affirmative action policies in addition to recognizing racism, discrimination and all the ills suffered by the black community, are moving towards the real transformation of this situation, which means putting black men, black women, white men, white women and all racial groups in equality and dignity through their differences. This study presents an affirmative action aiming to discuss and reflect on the following question: how can education for ethnic-racial relations be included in teaching chemistry? This research was constructed under the epistemological approach of Afrocentricity, in which the people from Africa and the diaspora must be the center of the study of social phenomena, therefore protagonists of their own history. The work was developed by the bias of action-research in two cycles in subjects planned and performed by the Ciata Collective. The speech shifts obtained by film recording and, subsequently, transcribed were analyzed, in each cycle, through the reference analysis of the conversation. Our results show that planning and executing a Chemistry class thinking about the epistemic displacement demanded knowledge that was suppressed from our curriculum in the initial formation, which demanded, therefore, research and in-service training of both students and teacher. The chemistry teacher deals with a real school that is a reflection of the society in which it is inserted, so the training of this professional should prepare him/her to also understand the phenomenon of racism in school and know how to act when it comes to his/her work environment.Item Saberes profissionais para o exercício da docência em química voltado à educação inclusiva(Universidade Federal de Goiás, 2014-03-18) Field's, Karla Amâncio Pinto; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Benite, Anna Maria Canavarro; Silva, Rejane Maria Ghisolfi da; Silveira, Helder Eterno da; Guimarães, Simone Sendin M.; Echeverría, Agustina RosaThis study investigated the construction and mobilization of teaching knowledge to train chemistry teachers for school inclusion. The research was especially guided by aspects intrinsic to qualitative approach. We chose an action-research, given the purpose of providing to those involved the conditions to think, reflect and discuss the nature and complexity of real problems we are experiencing. This research was developed in two spiral cycles of action-research. The first cycle included the planning and development of the free core subject entitled Foundations of Inclusive Education (FIE) in 2010, and the second cycle was the development of supervised training at the Brazilian Center for Support and Rehabilitation of the Visually Impaired (CEBRAV) in 2011. The participants were students of the subject FEI, trainees of the Education Degree in Chemistry who have developed their internships at CEBRAV and visually impaired students of CEBRAV. The instruments for data collection were, for the 1st cycle, the collective diaries and in the 2nd cycle, we use the collective diaries and transcripts of audio and video recordings of pedagogical interventions (PI) performed in CEBRAV. The collected data were analyzed using content analysis technique (CA) and through the transcripts of PI. The narratives produced in collective diaries indicated that students of the subject FEI have appropriated the discussions promoted in groups, through reflection by confrontation with that provided by law for the reality of public schools in the state of Goiás. The initial training should encourage and enable future teachers to take part of researches in the area of inclusive education, which seek to understand the circumstances and dilemmas of the school context, so that they can appropriate experiential and professional knowledge, which are related with community, dialogue and partnership in building a school for everyone.Item Casos investigativos e a relação com o saber: estreitando laços no ensino de química em nível superior(Universidade Federal de Goiás, 2015-12-16) Francisco, Welington; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Lopes, Edinéia Tavares; Machado, Sérgio de Paula; Soares, Márlon Herbert Flora Barbosa; Mesquita, Nyuara Araújo da SilvaThis study presents the application of three-mediated activities that use of investigative cases (IC) as situations for teaching chemistry, which are anchored in the light of the notion of relationship with the knowledge. All the cases were worked in higher education courses at the Federal University of Tocantins - Campus of Gurupi as integral parts of both disciplines. The first IC was applied in the discipline of Fundamentals of Analytical Chemistry and saw the participation of twelve students from the Environmental Chemistry course (EC) and twenty two undergraduate students from Bioprocess and Biotechnology Engineering (BBE), dividing the class in twelve group (G1 to G12). The second and third activity were planned in the course of Instrumental Analytical Chemistry with the participation of sixteen students (S1 to S16) and fourteen students (S1 to S14) of the sixth semester of the EC course, respectively. We make use of participatory research to conduct all activities and the narratives for data collection. The categorization of the paths taken by students during the resolution of the case was realized by content analysis and to analyze the process of learning chemistry was used the notion of relationship with knowledge. The analysis of the narratives allowed: identify and categorize the strategies and actions used by students throughout the activity, as well as unveiling the relations with knowledge that prevail in each category; and list the ways that students take ownership of chemical knowledge present in the cases. Thus, our results indicate that in all activities there was the appropriation of chemical knowledge, whichever the description of phenomena or chemical process whereas the level of ownership among students differs according to the relationship with themselves during the activity. In addition, we observed that the concepts of mobilization, questioning teacher, relationship of knowledge, network of meanings and normativity, present in the notion of relationship with the knowledge, enable to guide, to lead, to block and to support the analysis of the learning process of concepts chemical intrinsic to cases applied.Item A boniteza da implementação da Lei 10.639/03 no ensino de química esperançando criticamente superar os estigmas étnico-raciais do ambiente escolar(Universidade Federal de Goiás, 2022-06-07) Moreira, Marilene Barcelos; Benite, Anna Maria Canavarro; Benite, Anna Maria Canavarro; Pinheiro, Bárbara Carine Soares; Mesquita, Nyuara Araújo da Silva; Ferraz, Elzimar Pereira Nascimento; Longhin, Sandra ReginaThe Brazilian educational system, which has trained many generations, has been based on traditional, conservative, alienating models that standardize minds and behavior. These models are characteristics inherited from colonization, which for a long time used the dictates of the Eurocentric monoculture, which validates a single and exclusive "scientific knowledge", excluding from the social dynamics, the knowledge of other people from the educational scenario. Unfortunately, these elements have closed our eyes to the asymmetries and social problems present in the classroom. However, the requirements of Law 10.639/03 brought to education our awakening to ethnic-racial relations, while it taught us to build our "being more". Thinking about the statements of bell hooks on anti-racist education, Paulo Freire on liberating education and the pedagogical interventions developed in the CIATA Collective, we built this thesis seeking to answer: "is it possible to teach Chemistry through an elective subject that has elements of the African Diaspora as a context? We developed the elective discipline "Chemistry in the kitchen: food and the African diaspora" in the school unit CEPAE/UFG, being offered in 2019. We know that there are several instructional materials with anti-racist perspectives for science teaching, but we needed one that embraced the triangulation of chemical knowledge and the three Freirian pillars: culturality, politicality and dialogicity. Thus, we developed our instructional material that was offered, in printed form, to 30 high school students in the 2nd and 3rd grade. All classes were recorded and later transcribed, which we reflected upon in the light of Conversation Analysis. From the actions taken, we bring the reflections of two pedagogical interventions, being that of subtheme 03, African diaspora and carbohydrates as a source of energy (with 118 conversational turns) and that of subtheme 09, the African traditional knowledge in the popular pharmacopoeia of the serried as a context in the identification and conceptualization of substances (with 138 conversational turns). We limited the analysis to these two, because we understand that they already bring enough reflections capable of answering the proposed question. In this research, we present the reasons for the implementation of law 10.639/03 in primary and secondary education; the Freirean perspectives for an anti-racist education; and, the chapter that interweaves the teaching of chemistry, food and African and Afro-Brazilian culture. In the unveiling of the plot, we explain the development (planning and elaboration) of the instructional material for each theme, as well as the reflections, supported by the Freirian pillars (which we call circularity) and by theoretical references of the science/teaching of chemistry and anti-racist education. The data aims to show that a collaborative and contextualized teaching with the students' reality can be a possible path to the construction of an anti-racist and liberating education.Item A língua(gem) como constitutiva da (re)elaboração conceitual: um estudo a partir da educação Química de surdos(Universidade Federal de Goiás, 2020-03-31) Pereira, Lidiane de Lemos Soares; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Benite, Anna Maria Canavarro; Machado, Andréa Horta; Pires, Edna Misseno; Preuss, Elena Ortiz; Mesquita, Nyuara Araújo da SilvaIn accordance with the Dialectical Historical Materialism and substantiated on Marxist bases, such as Vigotski's Sociocultural Theory, and Language in the perspective of Bakhtin's Circle, this thesis is a participating research and assumed as a proposition that the meanings and senses elaborated by deaf students in chemistry classes, in a bilingual environment, are directly related to the intermediation of knowledge provided by the translators and interpreters of Libras/Portuguese, so that we express this relationship from the approach of the concept of Chemical Transformation. We analyzed the discursive interactions established during a didactic sequence, carried out in the second semester of 2016, at the Federal Institute of Education, Science and Technology of Goiás - Câmpus Anápolis. In all, eight pedagogical interventions were carried out that dealt with the concept of “Chemical Transformations”. Thirteen deaf students enrolled in the State and Federal Education Network of the city of Anápolis participated in the study, and of these, six allowed us to perform an analysis of their bilingual profiles by applying a Language History Questionnaire. The data collection instrument used was video recording, which took place from two different cameras. All pedagogical interventions went through a process of translation and transcription, and the data generated were analyzed from the Dialogic Discourse Analysis. Our results indicate that the education of the deaf is multifaceted and crossed by several singularities. Our participants, like most deaf children of hearing parents, had late access to Libras, which led to differences in their development compared to listeners of the same age. Our results also showed that our participants presented different dominances in both languages (Libras and Portuguese), and therefore different bilingual profiles. The discursive interactions during the didactic sequence allowed to analyze the ways in which the speech that circulates in the bilingual environment constitutes the elaboration of meanings and senses, both for TILS and for deaf students, so that it was explained that access to chemical thinking by of these individuals goes through processes of intermediation of dialogical relations, starting from the figure of TILS, permeated by conflicts in the negotiation of meanings and senses. However, we emphasize the importance of approaching the three levels of chemical knowledge as a way to enhance the access of deaf students to a chemical thought.Item A crise da eficiência para além do espaço escolar: as influências dos capitais social, cultural e econômico no desempenho escolar de ciências/química(Universidade Federal de Goiás, 2015-09-25) Ribeiro , Eveline Borges Vilela; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Benite, Anna Maria Canavarro; Simões, Armando Amorim; Field's, Karla Amâncio Pinto; Amaral, Nelson Cardoso; Mesquita, Nyuara Araújo da SilvaThis thesis is based on Pierre Bourdieu’s theories about scholar reproduction and in a dialectical conception of world. The aim of this research was to analyze how the crisis of efficiency can be understood from analysis of cultural, social and economic capitals and not as a productivity crisis often debated in the literature. To do this, we analyzed if the cultural, social and economic capitals of secondary students affect theirs school achievement in science / chemistry in different scales (global, national and local). For this, on the global scale (using PISA-2009 data) and national (using ENEM-2009 data), evaluated through Quantile Regression, how the cultural, social and economic capital are related to student achievement in science. We also analyzed the partial and combined effect of different capitals on student performance from a partial regression, followed by a path analysis. These analyzes showed us that, regardless of the context, cultural and social capital have a positive relationship with student achievement in science. Economic capital also has a positive relationship with the school achievement of students in science, however, has different slope coefficients for different quantiles. For the national context, we investigated further how the educational institution the student is in (whether state, federal, municipal or private) affects their school achievement in science, for this we proceed with an ANOVA followed by a Planned Comparison Test. These tests indicated that students in federal and private schools have better achievement than those from the municipal and state schools. To justify our results, we research in a local context (in public and private schools of Jataí-GO and Goiânia-GO) how the student's capitals affect their achievement in chemistry. We elaborated and applied a didactic strategy about “waste and physical and chemistry transformations”, a socio-economic-cultural survey and an interview with responsible for those students. In this context, we could deep the discussions that we had realized in global and national context. Our results provided subsides to affirm that the efficiency crisis of school is configured in a context of crisis of capitalist society. The school crisis is multifaceted and it is a mistake condemns only schools and teachers about the learning problems in science because the social, cultural and economic capital of the students can explain some of these achievement issues. The school is in crisis, but the school's crisis is not a crisis of efficiency, is a societal crisis permeated with ideological aspects, as well as other crises that today's society confronts.Item Educação escolar quilombola: currículo, cultura, fazeres e saberes tradicionais no ensino de química(Universidade Federal de Goiás, 2018-06-15) Santos, Marciano Alves dos; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Benite, Anna Maria Canavarro; Nunes, Georgina Helena Lima; Mesquita, Nyuara Araújo da SilvaQuilombola School Education has gained prominence in recent years, mainly as of Resolution No. 8 of November 20, 2012, which "Defines the National Curricular Guidelines for Quilombola School Education". This work is configured as a participant research, therefore, a research designed for social transformation in which researcher and community intervene together in a demand of the community itself. In this sense, the objective was to discuss the following question: how can traditional knowledge and practices interact with the teaching of chemistry in Quilombola School Education? To answer this question, we developed a work in quilombola communities in the state of Goiás and Tocantins, first collecting information from the local Griffins and then planning pedagogical interventions for the Teaching of Chemistry in Quilombola School Education. Our results showed that it is possible to link traditional knowledge and Chemistry Teaching, enabling them to be valued at the same time as students take ownership of school scientific knowledge. Thus, there is an urgent need to train teachers and chemistry teachers to develop in Quilombola School Education a teaching work that displaces the curriculum in order to include other knowledge that dialogue with the non- universal subject.Item Sobre operações unitárias e a implementação da lei 10.639 no ensino de Química: o ato de cozinhar como prática social(Universidade Federal de Goiás, 2018-03-06) Santos, Vander Luiz Lopes dos; Benite, Anna Maria Canavarro; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4706975E3; Benite, Anna Maria Canavarro; Ionashiro, Elias Yuki; Oliveira, Eduardo David deIn our educational setting, especially in the teaching of science, we need to disseminate and recover historical, scientific and cultural references of the black continnum that dialogue in knowledge between the Brazilian land (from here) and the African lands (from there). In the premise, this study presents discussions about the decolonization of the curriculum of science teaching, especially in the field of teaching chemistry, in which we consider that all social subjects live in a multicultural society, were each group (African, Indigenous, Asian and European) that founded this is Brazilian society brought with it culture, historical and social elements that need to be present at the Brazilian multicultural table, precipitously the ambiguous and continuous knowledge of the black population of past and present culminated in the food culture of the Brazilian people, such as Feijoada and other dishes. For such, we use pedagogical interventions coined in a curriculum based on the development of the student’s potentialities, so that they can understand the African and Black Brazilian contributions for the country’s food culture, as well as, scientific knowledge involved in the transformation, structure and property of the present matter from raw to cooked (intersection link that promotes culture). The empirical results presented here were collected in an experimental chemistry discipline that focuses on the decolonization of the curriculum. This discipline was based on developing an epistemic displacement of the curriculum of chemistry, having by theme the law 10.639/03. We present the empirical results of two pedagogical interventions developed in the discipline, the chemistry in the preparation of Feijoada and the role of vitamin C in the preservations and cure of scurvy: the feeding of diaspora black. Our results point to and demonstrate ways for us to teach Chemistry though elements of the quilombistas epistemic matrix. The results also point out we need to rethink the relationship between chemical knowledge and interventions about ethnic-racial diversity in classrooms, and how such relationship promote, the social maturation of our students.Item Estudos sobre a formação de professores de química numa disciplina experimental com abordagem cultural diaspórica(Universidade Federal de Goiás, 2020-03-05) Silva, Juvan Pereira da; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Benite, Anna Maria Canavarro; Silva, Juvenal Carolino da; Silva, Petronilha Beatriz Gonçalves e; Aguiar, Vinícius Gomes de; Mesquita, Nyuara Araújo da SilvaThis research that dealt with the implementation of law 10639/03 and the fulfillment of Resolution CNE / CP 01/2004 and Opinion CNE / CP 03/2004 in the teaching of chemistry, originated this which had the following objectives: a) to answer the question: is is it possible to train chemistry teachers in an experimental discipline with a diasporic cultural approach? b) Investigate a conceptual appropriation in this experimental discipline as a possibility of implementing Law 10639/03 in science / chemistry teaching at a higher level; c) evaluate, during this conceptual appropriation, present in the speeches of the research participants the three levels of aspects of scientific knowledge - theoretical, phenomenological and representational - proposed by Mortimer and collaborators (2000). In order to achieve these objectives, we created two experimental disciplines at the Chemistry Institute of UFG, to collect data for research. The study had elements of participatory research; therefore, it was an educational activity of research and social action. The term “participant suggests the controversial insertion of a researcher formed by the socio-cultural life of a close or distant person, who, in turn, is invited to participate in the investigation as an informant, collaborator or interlocutor. The total corpus of analysis was formed by the transcription of 45.75h from audio and video recordings of the speeches produced by the subjects of the investigation. The data obtained were grouped by units of meaning and analyzed with elements of Bakhtin Discourse Analysis technique. The choice of this data analysis technique meant an undertaking in trying to explain and understand “how the meaning of a text is constructed and how that text is articulated with the history and the society that produced it. In the subjects taught during the research, for each topic contained in the menu, diasporic cultural and scientific conceptual approaches were carried out. Thus chemical concepts involving chemical reactions with Fe and Ni, synthesis of a ferrite, stability of complexes in solution, chelate effect, were contextualized with the following cultural approaches: legacy of the African blacksmith and his descendants in the fields of arts, mining and religion and the African heritage in Goiás, namely the Congadas. These diasporic conceptual and cultural approaches were carried out with the subjects: the chemistry of iron and the role of the African blacksmith in Central African societies and in colonial Brazil and the African, indigenous and Portuguese cultural heritage in the mining regions of the state of Goiás contained in course menus. Concepts of density and viscosity, fatty acids and phytochemistry, were intertwined with the cultural approach on the importance of oil palm in the formation and maintenance of Afro-Brazilian culture of African peoples, communities, traditional knowledge and religions. The subjects in the menus that gave rise to these two approaches were: the chemistry of and in oil palm, its importance in religions of African origin and in Afro-Brazilian cuisine and an ethnobotanical approach to plants used in religions of African origin. In the topic of archeology in Africa and its techniques, the analytical techniques used in so-called archeometry were discussed, which help to retell the history of the African continent. The cultural approach in this topic was dairy farming practiced by African peoples about five thousand years before the Christian era and the chemical reactions that were contextualized in these approaches were those that prove some frauds carried out on milk for human consumption. Finally, the studies of noble metal chemistry, the use of Pd and Pt in devices to control air quality, the school curriculum x curriculum in action, were contextualized with the apartheid experienced by the South African peoples in the years 1946 until 1995.Item Sobre produção de mulheres negras nas ciências: uma proposta para a implementação da lei 10.639/03 no ensino de química(Universidade Federal de Goiás, 2018-05-31) Vargas, Regina Nobre; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Benite, Anna Maria Canavarro; Silva, José Antônio Novaes da; Pereira, Elcimar DiasThe history of black women has always been told from the point of view of white men. Thus, these women are linked to the representations of the enslaved, the black mother and the mulatto and received the function and representation to serve. Understanding how the black woman is present in history, we can understand her invisibility as a subject, a citizen and, especially, as protagonist and agent of her own history in Brazilian society. This invisibility reaches the field of sciences, still related to scientific rigor, the centrality of mathematics in the formulation of the laws of nature and the concepts of universality, neutrality and objectivity under which there is no space to hold discussions of race or gender. In the natural and technological sciences, as well as in other research sectors, the black woman is not the subject of which and to which one talks to, because when mentioning the blacks such areas refer to the black man and when mentioning women, refer to the white woman. Thus, in 2015 in Brazil, where the majority of the population declares to be black and brown, only 7% of the researchers with a Research Productivity fellowship from CNPq were black. The low representativeness of black women in scientific activity denounces the confluence of racism and sexism. This is a participatory research, which seeks the participation of the community and in which the traditional subject-object relationship is converted into a subject-subject relationship and aims to give visibility to the contribution of contemporary black women researchers in the construction of knowledge (presenting the trajectory and discussing the construction of subalternity), demystifying the sciences as a uniquely masculine, white and laboratory activity. We present the analysis of two pedagogical interventions developed with high school students of a State College of the Western Region of Goiânia, configuring the importance of the discussion about the concepts of gender and race by the teachers of Chemistry, contributing to the deconstruction of science as solely masculine and white. We consider that the development of these interventions represents the conscious contact and presentation of a non-hegemonic and non-Eurocentric science for a multicultural society such as the Brazilian society.