Heranças da baixada: um estudo sobre as estratégias para o ensino de química sob a perspectiva do racismo ambiental

Abstract

This research investigates the influence of environmental racism on the lived reality of students in Duque de Caxias, in the Baixada Fluminense, and its relationship with the teaching practices of chemistry teachers in the region. Grounded in theoretical frameworks on structural racism, social stratification, and plurality, the analysis considers socio-spatial division and its intersections with science education from a Science, Technology, and Society (STS) perspective. The study seeks to understand, through a literature review, document analysis, and a critical examination of teaching materials and curricular documents, the ways in which elements related to teacher education and pedagogical practice are represented in Chemistry teaching proposals that address environmental racism. To this end, a qualitative documentary approach was adopted, employing thematic content analysis to identify pedagogical tensions and opportunities present in the resources examined. The study aims to fill conceptual and pedagogical gaps that hinder a critical approach to socio-environmental inequalities and to point to theoretical-methodological assumptions useful for teaching practice. Based on the theoretical and documental analyses, a pedagogical e-book was produced for teachers in the region, containing accessible theoretical grounding, activity proposals, and guidance for local contextualization, intended as a resource to support critical teaching of environmental racism within Chemistry Education and to promote a more contextualized and socially engaged science education.