A CIÊNCIA DA ARGILA: A QUÍMICA DOS MINERAIS DA CERÂMICA KARAJÁ

Abstract

Chemistry, as a science historically constituted from a Eurocentric, white, and masculine perspective, demands the development of pedagogical interventions that deconstruct hegemonic views and promote the appreciation of diversity in school knowledge. Therefore, the articulation of school scientific knowledge with African, Afro-Brazilian, and Indigenous knowledge is an essential strategy for making the educational process more diverse, contextualized, and inclusive. Thus, this work aims to promote educational practices committed to a decolonial and diverse education on the Periodic Table and clay minerals.