Ensino Presencial com Mediação Tecnológica (EPMT): a relação entre o processo de Ensino-Aprendizagem de Química e a Pedagogia Culturalmente Relevante (PCR) em três escolas estaduais situadas na região metropolitana de Manaus, Amazonas.

Abstract

This research aims to investigate the process of teaching and learning chemistry in situoffered by the Amazonas Education Media Center (CEMEAM), considering the perspectiveof those who experience the school community and who are in face-to-face schools, more specifically, in communities, far from the place where teaching is conceived. It is important, in this context, to promote equity as an educational principle, giving “visibility” to themessage issued by the United Nations Educational, Scientific and Cultural Organization(UNESCO) for 2030, which emphasizes ensuring equity in the appreciation of students, beingEveryone's participation is essential. Particularly, the chemistry teaching offered by CEMEAM has been going on for some time, however, without knowledge about how teaching is designed for the public in the interior and their reality. This circumstance raisedthe following research question: How do the perceptions of students and teachers at CEMEAM schools contribute to the promotion of a Culturally Relevant Pedagogy in Chemistry classes? Thus, this research continues its course, relying on theoretical Culturally Relevant Pedagogy (Gloria Ladson-Billing, Geneva Gay); ethnography (Goetz and Lecompte and Pierre Bourdieu) and narrative (Jean Clandinin and Michael Connelly). The study presents a qualitative ethnographic approach and includes the presence of the researcher in three (3) state public schools located in the metropolitan regions of Manaus, carrying out in situ observations and using interviews, field notes, notes and photographs. Subsequently, the data was used for Discursive Textual Analysis. The research revealed that chemistry teaching at CEMEAM is predominantly traditional and expository, exacerbated by transmission failures and energy outages, with no effective strategies to mitigate such issues. The integration of local culture into the content is sporadic and is at the discretion of the teaching teachers, resulting in practices that are neither consistent nor systematized. This situation points to the urgency of a pedagogical reformulation that fully develops the pillars of PCRand adapts teaching to the cultural and environmental complexity of the Amazon, promoting a more equitable education and cultivating students' cultural awareness.