Estudos sobre a educação para as relações étnico-raciais e a descolonização do currículo de química
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/7769 |
Resumo: | This 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. |
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Benite, Anna Maria Canavarrohttp://lattes.cnpq.br/8433607360245647Benite, Anna Maria CanavarroDias, Luciene de OliveiraSouza, Lorena Francisco dehttp://lattes.cnpq.br/8939265535150456Alvino, Antônio César Batista2017-09-19T14:00:45Z2017-07-26ALVINO, Antônio César Batista. Estudos sobre a educação para as relações étnico-raciais e a descolonização do currículo de química. 2017. 103 f. Dissertação (Mestrado em Química) - Universidade Federal de Goiás, Goiânia, 2017.http://repositorio.bc.ufg.br/tede/handle/tede/7769ark:/38995/001300000452dThis 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.Este estudo propõe o debate sobre a descolonização do currículo de Química considerando que a América é um continente que teve sua formação social e cultural fundada no trabalho escravo (indígena e africano). A escola, como microcosmo dessa sociedade, também omite essas presenças em seus currículos. Defendemos que a melhor educação possível é aquela que assegura os direitos de todos (colonizadores e colonizados). Todavia, o currículo escolar brasileiro prioriza a cultura do colonizador, ou seja, o ensino de Química é pautado na cultura europeia. Nessa investigação propomos intervenções pedagógicas preocupadas com um currículo que se comprometa com o desenvolvimento das potencialidades dos estudantes na compreensão da organização, das transformações, da estrutura e propriedades da matéria e compreenda a complexa realidade sociorracial do Brasil. Os resultados empíricos apresentados nesta dissertação foram coletados em uma disciplina de Química Experimental que foca na descolonização do currículo. Essa disciplina teve a finalidade de fazer o deslocamento epistêmico do currículo de Química, trabalhando na temática da lei 10.639/03. São apresentados nos resultados empíricos de três intervenções pedagógicas desenvolvidas na disciplina, entre eles 8 extratos do discurso produzido (biocombustíveis, aquecimento global, racismo/ideologia do branqueamento, tensão superficial e limpeza dos corpos) conforme a temática de cada aula. Nossos resultados mostram possibilidades de ensinar Química a partir de uma matriz epistêmica afrocentrada. Os resultados apontam para a necessidade de se pensar, no interior das salas de aulas, a relação entre a construção do conhecimento químico e as relações sociorraciais, e como essas favorecem o desenvolvimento dos estudantes.Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2017-09-13T17:51:45Z No. of bitstreams: 2 Dissertação - Antônio César Batista Alvino - 2017.pdf: 2428722 bytes, checksum: 69d295e82e819312aac62c7848d852f1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-19T14:00:45Z (GMT) No. of bitstreams: 2 Dissertação - Antônio César Batista Alvino - 2017.pdf: 2428722 bytes, checksum: 69d295e82e819312aac62c7848d852f1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2017-09-19T14:00:45Z (GMT). No. of bitstreams: 2 Dissertação - Antônio César Batista Alvino - 2017.pdf: 2428722 bytes, checksum: 69d295e82e819312aac62c7848d852f1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-07-26Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Química (IQ)UFGBrasilInstituto de Química - IQ (RG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessDescolonização do currículoNegros e educaçãoQuímica experimentalDecolonization of the curriculumAfrican americans and educationExperimental chemistryQUIMICA ANALITICA::INSTRUMENTACAO ANALITICAEstudos sobre a educação para as relações étnico-raciais e a descolonização do currículo de químicaStudies on education for ethnic-racial relations and the decolonization of the chemistry curriculuminfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis663693921325415158600600600600782606674374119727811432645100632034522075167498588264571reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; 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dc.title.eng.fl_str_mv |
Estudos sobre a educação para as relações étnico-raciais e a descolonização do currículo de química |
dc.title.alternative.eng.fl_str_mv |
Studies on education for ethnic-racial relations and the decolonization of the chemistry curriculum |
title |
Estudos sobre a educação para as relações étnico-raciais e a descolonização do currículo de química |
spellingShingle |
Estudos sobre a educação para as relações étnico-raciais e a descolonização do currículo de química Alvino, Antônio César Batista Descolonização do currículo Negros e educação Química experimental Decolonization of the curriculum African americans and education Experimental chemistry QUIMICA ANALITICA::INSTRUMENTACAO ANALITICA |
title_short |
Estudos sobre a educação para as relações étnico-raciais e a descolonização do currículo de química |
title_full |
Estudos sobre a educação para as relações étnico-raciais e a descolonização do currículo de química |
title_fullStr |
Estudos sobre a educação para as relações étnico-raciais e a descolonização do currículo de química |
title_full_unstemmed |
Estudos sobre a educação para as relações étnico-raciais e a descolonização do currículo de química |
title_sort |
Estudos sobre a educação para as relações étnico-raciais e a descolonização do currículo de química |
author |
Alvino, Antônio César Batista |
author_facet |
Alvino, Antônio César Batista |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Benite, Anna Maria Canavarro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8433607360245647 |
dc.contributor.referee1.fl_str_mv |
Benite, Anna Maria Canavarro |
dc.contributor.referee2.fl_str_mv |
Dias, Luciene de Oliveira |
dc.contributor.referee3.fl_str_mv |
Souza, Lorena Francisco de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8939265535150456 |
dc.contributor.author.fl_str_mv |
Alvino, Antônio César Batista |
contributor_str_mv |
Benite, Anna Maria Canavarro Benite, Anna Maria Canavarro Dias, Luciene de Oliveira Souza, Lorena Francisco de |
dc.subject.por.fl_str_mv |
Descolonização do currículo Negros e educação Química experimental |
topic |
Descolonização do currículo Negros e educação Química experimental Decolonization of the curriculum African americans and education Experimental chemistry QUIMICA ANALITICA::INSTRUMENTACAO ANALITICA |
dc.subject.eng.fl_str_mv |
Decolonization of the curriculum African americans and education Experimental chemistry |
dc.subject.cnpq.fl_str_mv |
QUIMICA ANALITICA::INSTRUMENTACAO ANALITICA |
description |
This 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. |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-09-19T14:00:45Z |
dc.date.issued.fl_str_mv |
2017-07-26 |
dc.type.status.fl_str_mv |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
ALVINO, Antônio César Batista. Estudos sobre a educação para as relações étnico-raciais e a descolonização do currículo de química. 2017. 103 f. Dissertação (Mestrado em Química) - Universidade Federal de Goiás, Goiânia, 2017. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/7769 |
dc.identifier.dark.fl_str_mv |
ark:/38995/001300000452d |
identifier_str_mv |
ALVINO, Antônio César Batista. Estudos sobre a educação para as relações étnico-raciais e a descolonização do currículo de química. 2017. 103 f. Dissertação (Mestrado em Química) - Universidade Federal de Goiás, Goiânia, 2017. ark:/38995/001300000452d |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/7769 |
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Universidade Federal de Goiás |
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Universidade Federal de Goiás |
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