Interdisciplinary teaching proposal

The life and legacy of Nikolai Vavilov as a tool against scientific denialism

Autores

• Heslley Machado Silva Centro Universitário de Formiga (UNIFOR/MG) e Universidade do Estado de Minas Gerais (UEMG)
• Anthony Nairn York University

DOI:

https://doi.org/10.36704/sapiens.v8i1.9931

Palavras-chave:

Nikolai Vavilov; genetic diversity; seed bank; education; scientific denialism.

Resumo

This article aims to present and discuss the construction of an interdisciplinary teaching proposal based on the trajectory of Russian scientist Nikolai Vavilov, emphasizing his scientific legacy and its potential as a didactic-formative tool to counter scientific denialism. The proposal was developed through bibliographic review, narrative analysis of Vavilov’s historical journey, selection of audiovisual materials, and the design of pedagogical activities articulated across the disciplines of Science, Biology, History, Philosophy, and Geography. As a result, a didactic sequence was structured in seven stages, including discussions on genetic diversity, the history of science, authoritarian contexts, sacrifice in the name of knowledge, and analogies with contemporary issues, particularly climate denialism and digital pseudoscience. The proposal culminates in critical student reflections, expressed through essays and presentations. It is concluded that the study of Vavilov’s life and legacy can foster scientific, ethical, and historical thinking in students, promoting the development of critical awareness in the face of disinformation. The study meets the standards of methodological clarity and provides tools for educators to replicate or adapt the didactic sequence in diverse school contexts.

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