O ENSINO DE QUÍMICA A PARTIR DO DIÁLOGO NA CONSTRUÇÃO DE JOGOS DIDÁTICOS E A SAÚDE INDÍGENA GUARANI E KAIOWÁ

• DOI: ensino de ciências, jogos didáticos, dialogicidade, saúde indígena.

• Palavras-chave: 10.22533/at.ed.9061926046

• Keywords: didactic game, science teaching, dialogicity, indigenous health.

• Abstract:

  PIBID Diversity is an Institutional Scholarship Initiative Program that

  privileges indigenous academics in the process of teaching and learning during the

  teaching internship in indigenous schools. In this context, it was applied the construction

  of a didactic game as a methodological strategy of teaching in the area of Science

  of Nature and Mathematics in the indigenous school, in a problematizing approach

  characterizing the qualitative research. This proposal is based on the work of Paulo

  Freire, known as Pedagogy of the Oppressed, since the indigenous school community

  values aspects of traditional culture as a starting point for the teaching and learning

  process. In order to problematize some themes present in the Teaching of Chemistry,

  the approach of the subject of recycling and medicinal plants were worked out directing

  the problematization of specific terms of Chemistry, which are often considered as

  “difficult” by the Indians. This is because in some cases, they are not identified in the

  Guarani and Kaiowá languages. In this line is necessary an approximation of synonyms

  of the scientific term that are linked to the reality of the community as a way to clarify

  them. The relationship between the traditional knowledge about some medicinal plants

  applied as a home remedy in the communities, a very common practice to improve

  indigenous health, made possible the reflections in the classroom. This process of

  problematization rescues the dialogicity, mentioned in the work of Paulo Freire, during

  the construction of the didactic game, thus aiding in the academic formation of the

  pibidianos on the critical and self-critical abilities of scientific knowledge. In this case,

  the theoretical contribution of Paulo Freire comes from the alternation dynamics

  strengthening the University and School / Indigenous Community line, directing the

  Educators of the Indigenous Licenciatura in an educational proposal problematized to

  teach not only Chemistry but also Physics, Mathematics and Biology and its specificities

  providing the human intellectual and physical emancipation of these traditional peoples

  and their knowledge in the promotion of collective actions in the indigenous school.

• Número de páginas: 15