"Um mundo feito por átomos": uma sequência didática para o ensino de química a partir da história de Margaret Cavendish

Abstract

This paper presents a pedagogical proposal that seeks to integrate History and Philosophy of Science (HPS), critical pedagogy and feminist epistemologies into chemistry teaching. The study is guided by the question: What characteristics should a didactic sequence on introduction to the study of the subject, based on the contributions of Margaret Cavendish, have in order to contribute to the development of a critical education to the dynamics of oppression in the context of public higher education? Margaret Cavendish (1623-1673) is used as a central character due to the relevance of her contributions to natural philosophy and the pioneering nature of her ideas in a historical context marked by the exclusion of women in the scientific field. Her work, such as the poem “A World Made by Atoms”, is explored to introduce concepts of matter and atomism, contextualizing them historically and culturally. The theoretical framework is based on Paulo Freire's critical pedagogy and bell hooks' feminist pedagogy. Education is seen as a tool for emancipation and social transformation, promoting dialogue, valuing marginalized voices and critical reflection on the dynamics of power in science. The methodology adopted was Design Research, as described by Plomp (2009). This approach is characterized by its cyclical and iterative nature, allowing for the construction, testing and refinement of educational interventions. A didactic sequence (DS) was developed, based on the design principles. The design principles constitute the theoretical and practical guidelines that underpinned the development of the didactic sequence. The DS was developed following Zabala's (1998) definition, which describes it as a structured and interconnected set of teaching activities guided by clear objectives. The didactic sequence includes activities based on historical studies, analysis of Cavendish's texts and discussions about the impact of gender on the construction of scientific knowledge. These activities have the potential to encourage students to understand science as a socially constructed process and to develop a critical view of traditional scientific narratives. The design principles elaborated as a result of this work are: (1) Use of the History and Philosophy of Science (HPS) in Chemistry Teaching and Gender Relations; (2) Debate on gender oppressions in the validation of scientific ideas about matter; (3) Protagonism and critical reflection on interpretations of the concept of matter; (4) Implementation of Antioppressive attitudes to Promote Equity and Inclusion in Chemistry. In addition, the validation tool for the didactic sequence was constructed and is available in Appendix A of this work. In this way, the proposed approach not only broadens the understanding of chemical concepts, but also strengthens students' civic and critical education, offering more inclusive, meaningful and transformative chemistry teaching.