Lúdico e direitos humanos: a luta antirracista na educação em ciências para uma formação político científica por meio da arte do grafite
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2021-12
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Context: With the growing denunciations of violence and injustices in the
social relationship, inside and outside schools, Education based on Human Rights is
insurgent in the current system of teaching and learning. Using the concept of school
as a process of scientific, social and political construction, we planned the Teaching
and Learning process of Chemical Interactions using the art of graffiti as a playful
activity. Objectives: Reflection on Chemistry Teaching beyond the concepts of natural
sciences, but also towards social issues in order to promote an Education that
transfigures the traditional model established by the hegemonic power during Brazilian
history. Design: We use Ethnographic Case Study as a method. Scenario and
Participants: In this way, we chose to bring graffiti art to Chemistry workshops, since
the paints are fixed on urban walls and walls through chemical interactions between
substances, building images and/or protest phrases that make us rethink the injustices
and inequalities existing in Brazilian society and to dialogue the emergence of this art
in the black movement with the political aspects of Human Rights. Thirteen students
enrolled in high school at a State College of Basic Education in the city of Goiânia-GO,
Brazil, they have joined to participate in workshops on Human Rights, Graffiti and
Chemistry. As well as eight graffiti designers have participated in the workshop,
without charging about theirs jobs. Data collection and analysis: We used transcripts
of semi-structured interviews and video-recorded workshops to categorize the data,
analyzing them with the Descending Hierarchical Classification technique and the use
of dendrograms performed by the Iramuteq Software. Results: We obtained categories
that evidence the chemical understanding of the content of Chemical Interactions and
the socio-political understanding of Human Rights, in addition to seven drawings on
graffiti murals that show this correlation. Conclusions: The transgression of morals
and the empowerment of the subordinate promotes playfulness in the individual or
collective social visibility of individuals, enabling a better assimilation of scientific and
social content.
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Ensino de Química, Grafite, Lúdico, Direitos humanos, Racismo, Chemistry teaching, Graffiti, Ludic, Human rights, Racism
Citação
SILVA, Kleber Francisco da; OLIVEIRA, Roberto Dalmo Varallo Lima de; SOARES, Márlon Herbert Flora Barbosa. Lúdico e direitos humanos: a luta antirracista na educação em ciências para uma formação político científica por meio da arte do grafite. Acta Scientiae, Canoas, v. 23, n. 6, p. 237-269, nov./dez. 2021. DOI: 10.17648/acta.scientiae.6324. Disponível em: http://www.periodicos.ulbra.br/index.php/acta/article/view/6324. Acesso em: Acesso em: 11 abr. 2024.