IQ - Instituto de Química
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Navegando IQ - Instituto de Química por Autor "Alvino, Antônio César Batista"
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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.