Ferro, ferreiros e forja: o ensino de química pela Lei nº 10.639/03
Nenhuma Miniatura disponível
Data
2016-12
Título da Revista
ISSN da Revista
Título de Volume
Editor
Resumo
In this paper we discuss the relations between science/chemistry, work and the emergence and maintenance of societies and how they affect the chemistry taught in school: non-historical and decontextualized. We admit the denial and the invisibility of a past in science and technology of the African people and the diaspora and present a proposal of a decolonized chemistry teaching, from the recognition of the hybridism of multiracial Brazilian society. Our results denounce the rigidity of the curriculum, the impoverishment of his features, too focused on formal contents, and the need to dialogue with African and Brazilian-african culture and history as an instrument of articulation of this curriculum. We use the context of the transformation of matter – the iron, the driving force – blacksmiths, through work – the forge, to break with the curricular epistemology and present the science/chemistry of African origin.
Descrição
Palavras-chave
Ciência/química, Tecnologia, Currículo, Science/chemistry, Technology, Curriculum
Citação
BENITE, Anna M. Canavarro; SILVA, Juvan Pereira da; ALVINO, Antônio César. Ferro, ferreiros e forja: o ensino de química pela Lei nº 10.639/03. Educação em Foco, Juiz de Fora, v. 21, n. 3, set./dez. 2016. DOI: 10.22195/2447-524620162119877. Disponível em: https://periodicos.ufjf.br/index.php/edufoco/article/view/19877. Acesso em: 7 jun. 2023.