Ensino de química afrocentrado: a contribuição africana para o desenvolvimento tecnológico do país

Abstract

This investigation dealt with the implementation of Law n. 10.639/03 in teaching chemistry, high school, which originated this thesis that aimed to answer the question: is it possible to teach chemical contents from the historicity, cultural and epistemic context of an African matrix? For such, a subject entitled Experimental Chemistry was created. What works the chemical contents from the thematic axes: Sugarcane cycle in Brazil; Gold cycle (mining) in Brazil; Origin and production of soap: African technology in Brazilian education – making ash soap and African matrix science: racism in science education, which explored the chemical contents in line with historicity, cultural heritage, technological and epistemic of African peoples and peoples of African descent voluntarily or involuntarily dispersed throughout the world, the study had elements of a participant research, it was, therefore, an educational activity that aimed at the physical and mental emancipation of black youth. We emphasize that this text will present an afrocentered and afrocentric methodological approach. For this reason I print an analysis based on an African center in the analysis of the results. The total corpus of analysis consists of the planning of Pedagogical Interventions (PI) and transcription of classes from audio and video recordings of arguments produced by students produced in classes, 60 students aged between 14 and 22 were actors in this investigation. The data obtained were grouped into 11 extracts that dealt with racial prejudice, racism in science education, anti-discrimination policies, racial discrimination in the media and employment, African matrix technologies, quilombos, chemical reactions, redox reactions, osmosis, polarity and solubility of materials, in the analyzes we printed an African methodological conception of the data and a problematic education perspective of Freire (1979, 1995, 2005) and Francismo Jr (2010), in which we take into account that education in communication (SODRÉ, 2012). The results indicate that there is a possibility to teach chemical contents in a pluralist perspective, which values the view of colonized peoples, hidden in chemical education by epistemic racism.