Estudos sobre a formação de professores de química numa disciplina experimental com abordagem cultural diaspórica
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2020-03-05
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Universidade Federal de Goiás
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This research that dealt with the implementation of law 10639/03 and the fulfillment of Resolution CNE / CP 01/2004 and Opinion CNE / CP 03/2004 in the teaching of chemistry, originated this which had the following objectives: a) to answer the question: is is it possible to train chemistry teachers in an experimental discipline with a diasporic cultural approach? b) Investigate a conceptual appropriation in this experimental discipline as a possibility of implementing Law 10639/03 in science / chemistry teaching at a higher level; c) evaluate, during this conceptual appropriation, present in the speeches of the research participants the three levels of aspects of scientific knowledge - theoretical, phenomenological and representational - proposed by Mortimer and collaborators (2000). In order to achieve these objectives, we created two experimental disciplines at the Chemistry Institute of UFG, to collect data for research. The study had elements of participatory research; therefore, it was an educational activity of research and social action. The term “participant suggests the controversial insertion of a researcher formed by the socio-cultural life of a close or distant person, who, in turn, is invited to participate in the investigation as an informant, collaborator or interlocutor. The total corpus of analysis was formed by the transcription of 45.75h from audio and video recordings of the speeches produced by the subjects of the investigation. The data obtained were grouped by units of meaning and analyzed with elements of Bakhtin Discourse Analysis technique. The choice of this data analysis technique meant an undertaking in trying to explain and understand “how the meaning of a text is constructed and how that text is articulated with the history and the society that produced it. In the subjects taught during the research, for each topic contained in the menu, diasporic cultural and scientific conceptual approaches were carried out. Thus chemical concepts involving chemical reactions with Fe and Ni, synthesis of a ferrite, stability of complexes in solution, chelate effect, were contextualized with the following cultural approaches: legacy of the African blacksmith and his descendants in the fields of arts, mining and religion and the African heritage in Goiás, namely the Congadas. These diasporic conceptual and cultural approaches were carried out with the subjects: the chemistry of iron and the role of the African blacksmith in Central African societies and in colonial Brazil and the African, indigenous and Portuguese cultural heritage in the mining regions of the state of Goiás contained in course menus. Concepts of density and viscosity, fatty acids and phytochemistry, were intertwined with the cultural approach on the importance of oil palm in the formation and maintenance of Afro-Brazilian culture of African peoples, communities, traditional knowledge and religions. The subjects in the menus that gave rise to these two approaches were: the chemistry of and in oil palm, its importance in religions of African origin and in Afro-Brazilian cuisine and an ethnobotanical approach to plants used in religions of African origin. In the topic of archeology in Africa and its techniques, the analytical techniques used in so-called archeometry were discussed, which help to retell the history of the African continent. The cultural approach in this topic was dairy farming practiced by African peoples about five thousand years before the Christian era and the chemical reactions that were contextualized in these approaches were those that prove some frauds carried out on milk for human consumption. Finally, the studies of noble metal chemistry, the use of Pd and Pt in devices to control air quality, the school curriculum x curriculum in action, were contextualized with the apartheid experienced by the South African peoples in the years 1946 until 1995.
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SILVA, J. P. Estudos sobre a formação de professores de química numa disciplina experimental com abordagem cultural diaspórica. 2020. 218 f. Tese (Doutorado em Química) - Universidade Federal de Goiás, Goiânia, 2020.