Ethnic-racial relations in chemistry education from a historical-critical pedagogy

Resumen

MENDES, Carolina Borghi; MASSI, Luciana; COLTURATO, Andriel Rodrigo  y  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.

Palabras clave : Chemistry teaching; Historical-critical pedagogy; Scientific concept; Historical and dialectical materialism.

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