Química e povos originários: práticas tradicionais e sua aplicação no ensino de química

Abstract

Brazil is a country characterized by cultural diversity and the presence of multiple forms of knowledge, including the traditional knowledge of Indigenous peoples who inhabited these lands long before Portuguese colonization. However, public education is still predominantly structured around a traditional teaching model, which can hinder learning, particularly in the fields of exact and natural sciences, such as Chemistry. This subject is often perceived by students as difficult and socially irrelevant, commonly associated only with calculations, formulas, and rules. In this context, the adoption of methodologies that incorporate traditional chemical practices of Indigenous peoples, such as the use and processing of plants, may help connect scientific content to students’ daily lives and cultural backgrounds. Such an approach promotes contextualized and meaningful learning while recognizing cultural diversity. Moreover, it encourages engagement, curiosity, critical thinking, and active student participation in the educational process. Therefore, this study aims to analyze traditional practices of Indigenous peoples, especially those related to the use of natural products, in order to understand how they can contribute to valuing traditional knowledge associated with Chemistry as a cultural practice. The research was conducted with second-year high school students at a public school in the countryside of Paraíba, Brazil. The study focused on the production of cauim and the extraction of natural pigments (annatto, genipap, and turmeric), relating these practices to the Chemistry curriculum. The workshops were organized into six stages: (i) presentation of Indigenous peoples and historical contextualization; (ii) identification of students’ prior knowledge through a discussion circle; (iii) introduction to basic concepts of Organic Chemistry; (iv) group experimental activities; (v) explanation of the theoretical foundations of the Chemistry involved; and (vi) application of an evaluative questionnaire. A total of six classes were conducted of activities. Data collection included audio recordings of the discussion circles, questionnaires containing both multiple-choice and open-ended questions administered via Google Forms, photographic records, and drawings produced by students using the natural pigments prepared during the workshops. The material was transcribed, organized, and qualitatively analyzed, enabling the development of interpretative categories based on participants’ narratives and interactions. The results indicate that the proposed methodology promoted greater student engagement, participation, and interest. An improvement in the understanding of concepts such as fermentation, solubility, organic functional groups, solute–solvent interactions, mixture separation methods, and extraction was observed. Additionally, students demonstrated greater recognition of the social and cultural relevance of science. Their statements and productions revealed meaningful connections between traditional and scientific knowledge, contributing to the appreciation of cultural diversity and to the development of a more critical and contextualized learning process.