Abordagem étnico-racial como temática para o desenvolvimento de uma sequência didática para o ensino de química

Abstract

Brazil is characterized as a country marked by miscegenation, whose culture reflects the confluence of diverse peoples who contributed to the construction of contemporary Brazilian society. In alignment with the guidelines of the National Common Curricular Base (BNCC), the area of Natural Sciences must encompass themes that cover a broad, plural, and diverse set of knowledge systems. This orientation requires the construction of knowledge in a contextualized manner, valuing a comprehensive, multiethnic, and decolonizing perspective that transcends the limits of the Eurocentric matrix, integrating knowledge produced by different peoples and cultures, with emphasis on Brazilian, Afro-Brazilian, African, and Indigenous contributions in their multiple ethnic and traditional expressions. However, it is still observed today that the approach to Afro-Brazilian and Indigenous history and culture remains mostly confined to subjects within the area of Languages and their Technologies or to occasional activities carried out in celebration of Black Awareness Day on November 20. This practice not only contradicts the proposal of holistic human education but also deviates from the legal guidelines established by Laws No. 10.639/2003 and No. 11.645/2008. In light of this context, this dissertation aims to construct and validate a didactic material in the form of a Didactic Sequence (DS), which articulates the principles of the BNCC, the Curricular Reference of the State of Paraná, and the content related to the aforementioned legislation, within the scope of Natural Sciences classes, focusing on Chemistry, in the context of the New High School. Accordingly, a DS was developed that integrates Chemistry content with the foundations of education for ethnic-racial relations. The DS underwent a validation process involving peers and professors/researchers in the field of Chemistry Education, aiming to assess both its structure and the relevance and applicability of the selected content, themes, and teaching methodology. The results of this process revealed a lack of materials focused on Ethnic-Racial Relations (ERR) in the field of Natural Sciences, as well as the scarcity of educational resources that coherently connect scientific content with social issues. Furthermore, the study highlighted the challenges faced by teachers in developing curricular materials that approach ERR as an integral part of scientific and academic knowledge4rather than as an isolated initiative limited to the month of November4thus reinforcing the need for its integration into the curriculum throughout the entire school year.