A memória impressa nos balangandãs: olhares químicos negrorreferenciados nos moldes da lei 10.639/03

Abstract

This experience report presents the articulation between traditional Afro-Brazilian knowledge and scientific concepts of Chemistry through an Afrocentric and Black-referenced pedagogical practice. The proposal was developed in a Pedagogical Intervention (PI) carried out with five female students from the third year of high school in Goiás, taking as reference the Afro-Brazilian jewelry of Colonial Bahia from the 18th and 19th centuries. The work was grounded in Law 10.639/03 and inspired by the theory of Afrocentricity, seeking to integrate cultural, symbolic, and scientific dimensions. For this purpose, we designed and implemented instructional material that engaged with chemical processes such as smelting, metallic alloys, redox reactions, and electrodeposition. Throughout the experience, the observation of classroom interactions, supported by conversation analysis, revealed how valuing Black epistemologies can enhance learning and foster critical reflections on science, identity, and ancestry. More than teaching Chemistry content, the activity contributed to strengthening antiracist education and to building a space of recognition and belonging for the students.