Potências químicas: um repertório de propostas para uma educação antirracista no ensino de química

Abstract

In Brazil, chemistry teaching has historically been centered on a Eurocentric perspective that ignores and erases the knowledge developed by other cultures. From the perspective of decolonial theorists such as Aníbal Quijano, this phenomenon is understood as a coloniality of knowledge, a foundation of the colonial matrix that creates rigid hierarchies between different forms of knowledge, perpetuating a systematic epistemicide of the technological, philosophical, and cultural contributions of African and Indigenous peoples. Given this scenario, it has become urgent and necessary to train teachers and students to develop insurgent critical thinking, capable of recognizing science not as a universal and finished truth, but as an intercultural and dynamic construction. Aiming to contribute to the visibility of ethnic-racial knowledge, this research proposes the development of a repertoire of pedagogical proposals on these themes for chemistry teaching. The study is anchored in two main axes of investigation: conducting a critical document analysis, confronting the legal requirements established by Laws 10.639/2003 and 11.645/2008, and analyzing the gaps present in the National Common Curricular Base (BNCC) in the area of Natural Sciences. In contrast, it conducts a systematic literature review in order to investigate the connections between fundamental chemical concepts and ancestral cultural and technological contexts. Studies show that, despite the legal obligation, the academic structure perpetuates the cultural erasure of Afro-centered and Indigenous peoples, transferring to the teacher the challenge of solving this problem. Therefore, the work aimed to contribute to the application of the laws that must combat epistemicidal racism, listing a repertoire of didactic activities for a decolonial chemistry teaching, thus promoting an intercultural and anti-racist scientific education.