Conflict prevention and diversity: themes for chemistry education?

Abstract

Worldwide, there is a scenario permeated by different types and forms of violence. In Brazil, data indicate a worrying scenario, especially when they are filtered according to some social indicators and their participation in the school environment is understood. In the midst of it, what is the role and possibilities allowed by chemistry education? The objectives of this article are to verify the number of publications of dissertations and theses in the main Graduate Programs in the country, observing the prevalence of the thematic diversity and chemistry education, in addition to understanding the content of the published productions of those who problematize violence in the school context, observing how chemical knowledge is exploited to overcome and prevent conflicts. Bibliographic Research and Discursive Textual Analysis were used, with categories defined a posteriori. Among 2,364 productions, 12 were identified that deal with some form of violence and/or exclusion in chemistry education. Based on the articles found, it was only possible to carry out a quantitative analysis since it was not possible to find productions that corresponded to the object of analysis provided for in the objectives.