Licenciatura em Química (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/26
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APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
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Item Ciência, tecnologia, sociedade e arte como estratégia didática para aplicação da Lei 10.639/03 no ensino de Química em turmas da educação de jovens e adultos(2024-03-08) Aquino, Jhonatan Rafael da Silva; Lima, Analice de Almeida; Alves, Cláudia Thamires da Silva; http://lattes.cnpq.br/1831217277642775; http://lattes.cnpq.br/2273105974559580; http://lattes.cnpq.br/7708146705135822In the 21 years since the promulgation of Law 10639/2003 by President Luís Inácio Lula da Silva, there has been a resistance established by public and private schools in applying the legal provisions of this law in their educational curricula. Given this resistance, this work aimed to analyze the contributions of a didactic sequence related to law 10639/03 from the CTS Arte perspective for teaching Chemistry in Youth and Adult Education. The sequence was created with the target audience being students of Youth and Adult Education in the third module. To prepare the sequence, we started from the theoretical assumptions of Oliveira and Queiroz (2013), contemplating: - the choice of a social theme based on a relationship with art; -introduction of a technology; -study and discussion of science and its relationship with technology and society, and -proposing to students the creation of a final scientific-artistic product in the area. The elaborated sequence initially presented a socioeconomic analysis, then a presentation was suggested through the contents of chemistry (scientific knowledge), social issues and artistic elements regarding the composition of vitamins, minerals, carbohydrates, etc. and, finally, creation of artistic activities by students based on the content discussed. The didactic sequence elaborated in this work was guided by the assumptions of the Science, Technology, Society and Arts (CTS-Art) perspective, presenting socio-scientific elements and artistic elements that throughout history we know is a libertarian and fighting instrument in our society, being more an instrument of reflection and struggle in the racist society in which we live.Item Cientistas negras e negros e suas contribuições: a valorização da ciência na escola para além do eurocentrismo(2021-12-07) Monjòlo, Márcio; Simões Neto, José Euzébio; Alves, Cláudia Thamires da Silva; http://lattes.cnpq.br/1831217277642775; http://lattes.cnpq.br/0233240998196750; http://lattes.cnpq.br/0233240998196750We live in societies that have racism as a structuring element, which determines the way in which people are arranged in power relations, leading black men, black women, indigenous peoples and their descendants to hierarchically inferior positions. These non-horizontal relationships enter the educational environments and cause white people to be protagonists of historical achievements, scientific discoveries and intellectuality model to be followed. Therefore, the objective of this work was to build didactic strategies in Science Teaching (especially chemistry) to reduce, minimize the invisibility of black bodies in education, as well as contribute to the development of a positive self-esteem in black men and black women and black students, from the effectiveness and application, in practice, of Law 10.639/03 and representativeness focused on the protagonism of black men and black women scientists, presenting their images, origin, academic background and research developed. The discovery and familiarization of these men students and women students with these and these black men and black women scientists is of fundamental importance for us to reduce or extinguish the invisibility of black protagonism and pseudoneutrality of the Sciences and to encourage this public to research academic spaces, having as references these and these scientists and other black personalities, from a decolonial perspective. The methodology presented in this work is qualitative in nature and consists in the application of a didactic-pedagogical intervention where two booklets were made in which the students chose 12 black men and black women scientists, according to the relevance for their community and for the most needy people, for each booklet, among the 34 presented with their respective biographies. We worked with Guide questions and open questionnaires for the development of activities and data collection. The results indicated that the students had little previous knowledge about the proposed theme and were unaware, until then, the work and research of these black scientists, as well as, remained immersed in teaching based on the Eurocentric model that infantilizes and dehumanizes black people, besides offering a certain resistance in realizing that science is not done only by the Eurocentered pattern, where the male, white and European figure leads all actions. The reflections made possible by the application of didactic-pedagogical intervention suggest the continuity of its application in other classes of the research field school, as well as in other public schools, aiming at expanding the scope of this methodology and improving the proposal.