Resumo

MENDES, Carolina Borghi; MASSI, Luciana; COLTURATO, Andriel Rodrigo  e  STACHOWSKI, Lucas Nakamura. Ethnic-racial relations in chemistry education from a historical-critical pedagogy. Ciência educ. [online]. 2025, vol.31, e25006.  Epub 11-Mar-2025. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320250006.

Teaching African, Afro-Brazilian and Indigenous history and culture has been mandatory in Brazil for more than two decades. Although publications in the field of chemistry education offer didactic proposals, they lack a clear pedagogical foundation on how to incorporate ethnic-racial relations. This research is theoretical and conceptual, rooted in historical-critical pedagogy and historical-dialectical materialism. It seeks to provide a foundation for integrating racial-ethnic relations into chemistry education, considering the connections between these issues and scientific concepts. We begin with a historical-critical bibliography in dialogue with ethnic-racial relations, mobilizing categories such as mediation, singular-particular-universal, humanization, alienation, and generic objectification. In terms of social practice, we defend a teaching that is not reduced to the chemical concept, nor a contextualization without concreteness, since chemical contents are syntheses of multiple determinations and contradictions between the economic system and traditional communities in historical processes of humanization and alienation of science.

Palavras-chave : Chemistry teaching; Historical-critical pedagogy; Scientific concept; Historical and dialectical materialism.

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