A experimentação no ensino de química e os saberes indígenas

Abstract

his study deals with the approach of the indigenous theme in the science curriculum (especially chemistry), the methodological processes for the preparation of experimental rotators with practical classes, skills of articulating traditional and scientific knowledge, in line with Law 11.645 / 2008 which makes the study of Afro-Brazilian and Indigenous History and Culture mandatory throughout the school curriculum. A descriptive research and participatory approach seeks to investigate the basic assumptions necessary for the creation of a paradigm that contemplates the teaching of chemistry and indigenous students, with a focus on education in the conventional education system (for non-indigenous). A participatory research methodology linked to field research provides data collection through questionnaires for teachers of the Indigenous Intercultural Degree in Reading Centers at the Federal University of Goiás (UFG) in Goiânia and at the Federal Institute of Bahia (IFBA) in Porto Seguro . From the indicators collected by the teachers participating in the research and the study carried out in a bibliographic review, it was possible to develop as an educational product; a booklet covering itineraries for experimental chemistry classes, covering approaches, reports, elements and discussions of indigenous culture, focusing mainly on valuing the ethnic and decolonial perspective. The educational product was validated from 03 stages, using previous interviews, during and after the application of rotators in the classroom, which took place during 05 classes of the discipline “Chemical Transformations” of the Indigenous Intercultural License, at the Takinahakỹ Nucleus of the Federal University of Bahia. The book contains the ten experimental itineraries made with alternative and low-cost materials. The perspective of teaching by research linked to interculturality was also explored throughout the work, expressed by an Investigative Teaching Sequence applied to students from the State Education network. It was concluded that the investigative approach proved to be effective for problematizing Indigenous History and Culture in the Science curriculum. Conclude that, a decoloniality of teaching linked to experimentation in science, allows to deconstruct the concepts colonized throughout the history of science, collaborating for the development of an autonomous and critical student questioner, able to understand and use as specifics inherent to the ethnicities and different ways of learning and learning.