O Lítio e o Atlas Mnemosyne em uma Atividade para o Ensino de Química

Resumo

The article proposes and discusses a pedagogical methodology situated within Chemistry education, which mobilizes images inspired by Aby Warburg’s Atlas Mnemosyne, reinterpreted through the contemporary lens of Georges Didi-Huberman. This approach was applied to the study of the chemical element lithium. The educational experience took place in 2021 at a private school in Rio de Janeiro, involving 103 students from four 11th-grade classes, in an interdisciplinary articulation across Arts, Physics, Geography, and Chemistry. Students produced images and audiovisual materials, which were analyzed based on the competencies of the Brazilian National Common Curricular Base and in dialogue with the United Nations 2030 Agenda Sustainable Development Goals (SDGs). The results showed that reading through montage proved fertile for analyzing and producing visual atlases, transforming them into heuristic devices and shifting the image from “illustration” to “thinking montage”. The methodology encouraged the mobilization of everyday repertoires, the problematization of controversies, and the creation of audiovisual metacommentaries that challenged and expanded critical reflection on lithium in its scientific, environmental, social, and cultural contexts. In 2025, the ATLAS, was incorporated into the school’s pedagogical practice as an educational resource, involving the disciplines of German, Biology, Geography, Sociology, and Chemistry.