Emprego de elementos naturais presentes na comunidade indígena Umariaçu II como recurso didático potencializador do ensino de química em uma escola pública local

Abstract

The present work aims to use natural elements present in the indigenous community of Umariaçú II as a didactic resource to enhance the teaching of chemistry in a local public school. It aims to analyze the importance of using the natural elements present in the community as a teaching resource to facilitate teaching and learning for teachers and students of the Ticuna ethnic group in the chemistry discipline. The research explored the use of natural resources as an innovative methodology in teaching chemistry in the Ticuna indigenous community of Umariaçú II, in Tabatinga-AM. The results showed that this approach facilitates the understanding of chemical concepts, by integrating scientific knowledge with popular knowledge. Concepts such as separation of mixtures and atomic models, present in students' daily lives, became more accessible and interesting, also strengthening teachers' confidence. The methodology stood out for awakening students' curiosity, despite the challenges of adaptation. The study suggests that, with adjustments, this practice can be effective, especially in contexts where education must be contextualized to the students' reality, such as in indigenous communities. The research reinforces the importance of diversifying pedagogical approaches to make chemistry closer and more understandable, promoting meaningful learning.