A química dos corantes do jenipapo e urucum: uma sequência didática aplicada a cultura indígena

Abstract

The inclusion of indigenous culture in the teaching of chemistry has gained importance since the enactment of Federal Law 11.645/08, which makes it compulsory to teach African, AfroBrazilian and indigenous culture and history in the school curriculum. In this context, the opportunity arises to explore a variety of chemical contents in accordance with the cultural traditions of indigenous peoples. This study aims to contextualize the production and use of natural dyes from the fruits Urucum and Jenipapo, traditionally used in indigenous culture, in organic chemistry content. Specifically, it sought to address aspects such as the polarity of molecules, biomolecules (lipids), hydrocarbons, nomenclature, types of organic chains and oxygen functions. The aim is to rescue and value the indigenous culture through the customs related to the preparation of natural pigments, integrating them in the chemistry classroom. In addition, a didactic sequence for teachers has been developed with the aim of contributing to teaching from an ethnocultural perspective. In this way, we sought to promote a more inclusive and contextualized approach that recognizes and values the cultural diversity present in our country. Urucum and Jenipapo are fruits widely used in indigenous body painting and represent an important intangible cultural heritage for these peoples. The natural pigments derived from these fruits play multiple roles in indigenous traditions, being used for identification, cultural manifestation, resistance, sun protection and repellent. These elements are a valuable source of folk wisdom, the recognition of which is essential for the deconstruction of epistemic prejudices. This study takes a qualitative approach and is methodologically characterized as field research with an ethnographic bias and participant observation, based on the paradigm of complexity. Data were collected through questionnaires and the application of a didactic sequence for third year high school students in a school located in the metropolitan region of Fortaleza, in Northeastern Brazil. The data were analyzed according to the methodology of content analysis proposed by Bardin, taking into account the oral and practical participation of the students during the activities of the didactic sequence. During the study, it was possible to observe the preservation of the cultural tradition in the use of pigments from Jenipapo and Urucum in typical Pitaguary ceremonies. The educational product developed includes a variety of activities, such as lectures, games, media and dynamics, also covering the chemistry of the process of extracting the pigments. During the application of the product, the students of the indigenous community themselves attempted to rescue and value their culture by revisiting traditions, cultural meanings and beliefs. In addition, the unfolding of the transcultural process was evident during the didactic sequence, reflecting a primitive and Eurocentric view of their own culture. The sequenced activities contributed to the development of students' skills and competencies in teaching contextualized chemistry, representing a potential resource for chemistry teachers, and could be adapted for different subjects in indigenous and nonindigenous schools, with a focus on the ethno-racial approach. More than a simple application of Federal Law 11.645/08, this study represents an opportunity to repair the ethnic erasure present in textbooks, highlighting the way of life and the contribution of indigenous peoples to the formation of Brazilian society.