Análise de artigos sobre a temática passabilidade: identificando contribuições para o ensino de Química segundo abordagem de QSC na perspectiva da educação em Direitos Humanos.

Abstract

Human Rights are universal rights for each human being. In this monograph, the approach of socio-scientific issues (SSI) is assumed as a didactic strategy for conducting the teaching of Chemistry from the perspective of Education in Human Rights. From this perspective, one of the themes that can be addressed in the teaching of Chemistry is Passability. However, works involving this theme were not found in the main national journals for teaching Chemistry. Therefore, this research aims to analyze aspects about Passability, brought in works published in journals that are not in the area of Chemistry teaching, which can contribute to the teaching of chemistry according to the SSI approach from the perspective of Education in Human Rights. This is bibliographic research of the state of knowledge type, in which the works published in journals were mapped using the keyword passability on the Google Scholar platform, considering publications from 2017 to 2022. The mapped works were analyzed from the following characteristics: objectives of the work; target Audience; aspects addressed about passability; theoretical references on passability adopted; and some considerations presented in the work. Based on the analysis, it is concluded that Passability can be characterized as a SSI, given that it is a controversial issue, has a scientific basis, involves choice-making, has a local, national and global dimension, in addition to being current. Additionally, it was noticed that the sensitization processes, the promotion of respect for the rights of others, and the promotion of an inclusive education that does not encourage prejudice, discrimination, racism and violence, are structuring axes for Education in Human Rights, can be met from the theme Passability in Chemistry Teaching.