Mestrado em Química (IQ)
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Navegando Mestrado em Química (IQ) por Por Orientador "Benite, Anna Maria Canavarro"
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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 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 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 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.