Corantes naturais da cultura indígena no ensino de química

Abstract

Recently, by means of legislation 11.645 of 2008, the theme "indigenous" began to be considered object of study in basic education. Ever since, the possibility of including the theme in the classroom and how to carry out this approach has been discussed. Thus, this study articulates scientific and indigenous cultural knowledge, by chemistry of natural dyes, with the purpose of contributing to the initial training of chemistry teachers and promoting the teaching and learning of Organic Chemistry to students of third grade of high school. In order to accomplish to the objectives, this research was structured in two stages. In the first stage, meetings with six teachers in initial formation and also participants of the PIBID-Química /UFSM Project was carried out, to contribute to the training of these teachers, in the acquisition and assimilation of new knowledge about indigenous culture in education, through the construction and implementation of a thematic workshop. The workshop was titled "Indigenous Paints" was applied in a 4-hour class with 19 elementary school students. In the second stage of this research, 23 students, who were regularly enrolled in high school of Tiradentes Military School of the Military Brigade of Santa Maria, participated. Two thematic workshops were developed and applied, relating scientific concepts of Organic Chemistry with the natural dyes of the indigenous culture: urucum, saffron, mahogany, jenipapo and pau-brasil. The main methodologies used were: Thematic workshops, based on the three pedagogical moments; experimental activities; case studies and conceptual maps. As data collection instruments, we used: questionnaires, textual production, class diaries and conceptual maps, which were analyzed through Discursive Textual Analysis - DTA. The results obtained with the development of the first stage indicate that the insertion of the indigenous culture theme in the teacher training process contributed significantly to the initial training of Chemistry teachers, favoring the acquisition of new knowledge, providing the contact with the indigenous theme. We stimulate planning, teacher’s reflection, the search for permanent formation and provide the necessary subsidies so that these teachers can develop their classes contextualized with the indigenous culture. Based on the results obtained in the second stage, we conclude that the approach of the scientific and cultural concepts about the natural dyes of the indigenous culture favored the learning process of Organic Chemistry, since this approach provided the direct contact of the students with the natural dyes and the indigenous culture through the activities developed, as well as provided the teaching of contextualized chemistry, favoring the process of acquisition and assimilation of knowledge and thus contributing to detect indications of a effective learning.