Vol. 36 No. 4 (2025): Saberes ancestrales y educación química: hacia una enseñanza situada, plural y comprometida con la justicia epistémica

Saberes ancestrales y educación química: hacia una enseñanza situada, plural y comprometida con la justicia epistémica

Alejandra García Franco, Rosa María Catalá Rodes

1-5

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Terra Preta de Índio: An Ancestral Reflection for Contemporary Chemistry Teaching

Aline Villarreal, Rodrigo Villarreal, Hugo Ortiz-Moreno, Rogelio Cuevas-García

6-20

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Implementation of a Didactic Sequence Based on the Authentication of the Maya Codex of Mexico in the Forensic Science Program at UNAM

Ana María Sosa Reyes, Luis Jiro Suzuri-Hernández, Miguel Ángel Martínez Carrillo, Zoraida García-Castillo, Alexa Villavicencio Queijeiro, Corina Solis Rosales

21-39

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Nixtamalization in the Laboratory: From Corn Grain to Tortilla

Mario Omar García-Sánchez, Carlos Sánchez-Bracamontes

40-50

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Science and Tradition: Learning Chemistry through the Quillay (Quillaja saponaria), Promoting Intercultural Education

Francisco Velasquez-Semper, Mario Quintanilla Gatica, Bastian Gatica Muñoz, María Beatriz Sepúlveda Pérez

51-61

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Articulation of local and scientific knowledge in hybrid narratives: a study with chemistry teachers and students in Mozambique

Sergio Francisco Tsembane, Keila Bossolani Kiill

62-79

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The ñeque: Traditional Beverage and Its Role in Teaching Alcoholic Fermentation

Andrea Aristizábal Fúquene, Styven José Álvarez Suárez, Karen Patricia Agudelo Arteaga

80-90

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Use and exploitation of plant food resources by indigenous communities in Quilmes, Buenos Aires Province, Argentina: a proposal for the articulation of chemistry and archaeology

Florencia Cintia Vázquez, Damián Alberto Lampert

91-104

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Chemistry teaching practices self-assessment and self-improvement from intercultural education

Julio César Tovar-Gálvez, Manuel Arturo Coca Fonseca

105-128

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From traditional knowledge to medicines: the case of Psidium guajava

Berenice Martínez Cuatepotzo, Adriana Jaramillo Alcantar

129-140

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Chuquiragua: a literature review on its phenolic compounds and their application

Ariel Alexander Puma Solorzano, Samanta Natasha Marcillo Ontaneda, Gustavo José Sandoval-Cañas

141-154

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Memory imprinted in balangandãs: black chemical perspectives referenced in the form of law 10.639/03

Vander Luiz Lopes dos Santos, Marysson Jonas Rodrigues Camargo, Anna Canavarro Benite

155-176

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Indigenous Peoples of the Americas: Interview with Ambrosio Velasco

José Antonio Chamizo Guerrero

177-183

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Indigenous knowledge as a relevant link of emotions and argumentation in science

Wilson Alejandro Largo Taborda, Francisco Javier Ruiz-Ortega

184-198

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Science, tradition and chemistry in dialogue: an experience of care involving herbal medicines and interculturality

Hevellyn Gabrielly Dias Barbosa, Gabriela Ferreira Matos, Keythy Ravena Batista Nascimento, Gustavo Augusto Assis Faustino, Fernando Rocha da Costa , Marysson Jonas Rodrigues Camargo, Claudio Roberto Machado Benite, Anna Canavarro Benite

199-220

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Intercultural Dialogue between the knowledge of the Guarani Mbyá/Nhandeva people and the teaching of Chemistry

Luely Miguel Pereira, Vilmone Benites Samaniego

221-231

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Intercultural innovation in the classroom: recovering the knowledge of native peoples through the chinampa for sustainability

Juan Carlos García-Cruz, Xenia A. Rueda

232-244

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Experimental Practices for Teaching Natural Sciences in Intercultural Bilingual Primary Schools

María Alejandra Carrizo, Marta Estefanía Barutti, Noelia de los Ángeles Montes, Adrián Ángel Caro, Silvia Eugenia Liendro, Olga Amalia López Cross

245-256

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“Matter is constituted by the collective”: a chemistry class in the context of the initial training of indigenous teachers

Fernando César Silva

257-269

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Editorial

Saberes ancestrales y educación química: hacia una enseñanza situada, plural y comprometida con la justicia epistémica

Didáctica de la Química

Terra Preta de Índio: An Ancestral Reflection for Contemporary Chemistry Teaching

Implementation of a Didactic Sequence Based on the Authentication of the Maya Codex of Mexico in the Forensic Science Program at UNAM

Nixtamalization in the Laboratory: From Corn Grain to Tortilla

Science and Tradition: Learning Chemistry through the Quillay (Quillaja saponaria), Promoting Intercultural Education

Articulation of local and scientific knowledge in hybrid narratives: a study with chemistry teachers and students in Mozambique

The ñeque: Traditional Beverage and Its Role in Teaching Alcoholic Fermentation

TIC y educación química

Use and exploitation of plant food resources by indigenous communities in Quilmes, Buenos Aires Province, Argentina: a proposal for the articulation of chemistry and archaeology

Chemistry teaching practices self-assessment and self-improvement from intercultural education

Comunicación

From traditional knowledge to medicines: the case of Psidium guajava

Chuquiragua: a literature review on its phenolic compounds and their application

¿Cómo se mide?

Memory imprinted in balangandãs: black chemical perspectives referenced in the form of law 10.639/03

Indigenous Peoples of the Americas: Interview with Ambrosio Velasco

Indigenous knowledge as a relevant link of emotions and argumentation in science

Science, tradition and chemistry in dialogue: an experience of care involving herbal medicines and interculturality

Intercultural Dialogue between the knowledge of the Guarani Mbyá/Nhandeva people and the teaching of Chemistry

Relatos de experiencia

Intercultural innovation in the classroom: recovering the knowledge of native peoples through the chinampa for sustainability

Experimental Practices for Teaching Natural Sciences in Intercultural Bilingual Primary Schools

“Matter is constituted by the collective”: a chemistry class in the context of the initial training of indigenous teachers