Uma sequência didática para o ensino de Química valorizando as culturas indígenas numa perspectiva multiculturalista

Abstract

The multiculturalism is a practice that approach social affairs, different knowledges and traditions. In this view, it is not possible to conceive a pedagogical experience totally untied to the cultural aspects of society. This work aimed to propose and analyze a didactic sequence with a multiculturalist approach using the thematic of 2020’s wildfires. The activities displayed and discussed the subjects of chemical reactions,combustion, energy and environment. The topic chosen to foment the research was based in the wildfires that occurred in Brazil in 2020, connecting chemistry teaching and indigenous culture. The qualitative research presents phenomenological and dialectical dimension, being characterized by the technical procedure of direct data collection and analysis through virtual learning system. The public of research was composed by high school first year students of Francisco Dourado state school, localized in the city of Barra do Garças in the state of Mato Grosso. The results were obtained through surveys and explored in a discursive text analysis. The results highlighted the potential of the pedagogical strategy in appreciation of indigenous culture with the support of chemistry teaching.