Indigenous graphisms as an Information and Communication Technology: possibilities for teaching chemistry

Abstract

This paper presents a didactic intervention report supporting critical reflections on the concepts of Information and Communication Technology (ICT), debating ethnocentrism, scientism and technological determinism. To this end, we present and discuss a pedagogical experience with indigenous graphics, implemented in a discipline of ICT applied to Chemical Education, at a public university in the interior of São Paulo. Based on our reflections, we believe that the activity was able to provide an intercultural, critical, and dialogical perspective on information technologies. It is essential to recognize the importance of indigenous knowledge for the science. We conclude and defend an antithesis to the way of understanding and appropriating the issue of ICT in the context of education (hegemonically based on the logic of Eurocentric “progress”). It is necessary to overcome the imposition of the dominator on their ways of seeing and perceiving reality as unique, more correct and more advanced. On the contrary, it is necessary to develop, investigate, share and value the counter-hegemonic forms of representation and action on reality, produced by oppressed groups. Thus, the recognition of other ICTs and the promotion of intercultural dialogues exercised in this article constitute a possibility of action in the context of initial teacher training.