Integrating Local Knowledge on Cactus Pear from Brazilian Northeastern Communities for Culturally Responsive Chemistry Teaching

This article presents the implementation of instructional activities that integrate local knowledge regarding the use of cactus pear by rural communities in the Brazilian northeast, within a Culturally Responsive Science Teaching framework. The activities aimed to engage students in meaningful learning of concepts related to saponification while also highlighting the symbolic significance of cactus pear in sustaining the economic livelihood of families in the region. Drawing insights from a rural community engaged in cactus pear cultivation, the initiative was structured into three parts: interdisciplinary discussions, experimental activities, and modeling exercises. The activities effectively achieved educational objectives and fostered an appreciation for the cultural significance of the cactus pear within a local context. Student feedback highlighted the positive impact of the instructions on their learning experience, with the majority demonstrating a solid understanding of the saponification reaction and cleaning action of soap. The activities aligned with the Culturally Responsive Science Teaching model by integrating diverse content, facilitating knowledge construction, promoting prejudice reduction and social justice, and fostering academic development.