Bases anticoloniais para o ensino histórico-crítico de química: primeiras incinerações

Abstract

The literature has reported an increasing difficulty of chemistry teachers implementing the mandatory teaching of African and Afro-Brazilian History and Culture. Herein we propose pedagogical principles to guide chemistry educators’ practice of teaching African and Afro-Brazilian History and Culture. This dissertation reports a theoretical investigation anchored on historical-dialectic materialism. The history of the black movement struggle and the contributions from the specialized literature are objects of analysis in this work. Historical-critical pedagogy is the pedagogical construct we adopted. The three principles are i) The historical-sociological dimension of concrete subjects of the pedagogical work; ii) The form of didactic elements on the teaching of African and Afro-Brazilian History and Culture in Chemistry classes and iii) The concrete teaching of African and Afro-Brazilian History and Culture in Chemistry classes as a productor of a revolutionary worldview. They offer insights into understanding the concrete subjects of the educational process, the contribution of chemical education to the formation of a revolutionary individual, and how to articulate Chemistry and African and Afro-Brazilian History and Culture. This research generates a debate for both the historical-critical pedagogy and the education of race and ethnic relations, problematizing the multitude of didactic propositions in the latter as well as the absence of investigations of the topic in the former.