Decolonisation of the mono-cultural and monorracist curriculum policy of teachers training in the natural sciences: towards curriculum and antirracist education

Detalhes bibliográficos
Autor(a) principal: Pereira, Carlos Luis
Data de Publicação: 2020
Outros Autores: Pereira, Marcia Regina Santana
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/6085
Resumo: This article aims to propose the emergence of the inclusion of black thinkers in the bibliographies indicated to the courses of Nature Sciences and its Technologies, aiming at the current decolonization of the hegemony of the colonial library, guided by the overvaluation of the knowledge produced by European intellectuals and their descendants crystallized in bibliographies and academic texts, characterizing the epistemic, monocultural and monorracist racism of the current curriculum policy of teachers education in Brazil. In the course of the research, it is sought to present theoretical and intellectual black subsidies and their afrodescendence of history as well as their referred area of knowledge. The theoretical and methodological framework of the research is anchored within the qualitative approach and within the procedures of bibliographic research. The important result is the quantitative of black thinkers in nature sciences; the absence of black thinkers in the bibliographies and academic texts is verified and the ignorance of the future professors of black intellectuals interviewed is verified. The emergence of the inclusion of black thinkers in the process of initial formation is concluded, aiming at the racist decolonization of the current curricular policy of teacher formation in Brazil, and the work has pointed out paths by listing numerous black intellectuals in the history of science, as well as their respective legacy.
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spelling Decolonisation of the mono-cultural and monorracist curriculum policy of teachers training in the natural sciences: towards curriculum and antirracist educationDe la política curricular monocultural y monoracista de formación de profesores de ciencias naturales: hacia una educación curricular y antirracistaDescolonização da política curricular monocultural e monorracista da formação de professores na área de ciências da natureza: rumo ao currículo e educação antirracistaCiências da NaturezaNegrosCiência Política CurricularEnsinoCidadania.Natural sciencesBlackPolitical science curriculumTeachingCitzenship.Ciencias de la naturalezaGente negraPlan de estudios de ciencias políticasEducaciónCiudadanía.This article aims to propose the emergence of the inclusion of black thinkers in the bibliographies indicated to the courses of Nature Sciences and its Technologies, aiming at the current decolonization of the hegemony of the colonial library, guided by the overvaluation of the knowledge produced by European intellectuals and their descendants crystallized in bibliographies and academic texts, characterizing the epistemic, monocultural and monorracist racism of the current curriculum policy of teachers education in Brazil. In the course of the research, it is sought to present theoretical and intellectual black subsidies and their afrodescendence of history as well as their referred area of knowledge. The theoretical and methodological framework of the research is anchored within the qualitative approach and within the procedures of bibliographic research. The important result is the quantitative of black thinkers in nature sciences; the absence of black thinkers in the bibliographies and academic texts is verified and the ignorance of the future professors of black intellectuals interviewed is verified. The emergence of the inclusion of black thinkers in the process of initial formation is concluded, aiming at the racist decolonization of the current curricular policy of teacher formation in Brazil, and the work has pointed out paths by listing numerous black intellectuals in the history of science, as well as their respective legacy.El presente artículo tiene por objeto proponer el surgimiento de la inclusión de pensadores negros en las bibliografías indicadas a los cursos de Ciencias de la Naturaleza y sus Tecnologías, con miras a la actual descolonización de la hegemonía de la biblioteca colonial, guiada por la sobrevaloración de los conocimientos producidos por los intelectuales europeos y sus descendientes cristalizados en las bibliografías y textos académicos, caracterizando el racismo epistémico, monocultural y monoracista de la actual política curricular de formación de profesores en el Brasil. En el curso de la investigación se busca presentar los subsidios negros teóricos e intelectuales y su afrodescendencia de la historia así como su área de conocimiento referida. El marco teórico y metodológico de la investigación está anclado en el enfoque cualitativo y en los procedimientos de la investigación bibliográfica. El resultado importante es el cuantitativo de los pensadores negros en las ciencias de la naturaleza; se verifica la ausencia de pensadores negros en las bibliografías y textos académicos y se comprueba la ignorancia de los futuros profesores de intelectuales negros entrevistados. Se concluye el surgimiento de la inclusión de pensadores negros en el proceso de formación inicial, con el objetivo de la descolonización racista de la actual política curricular de formación de profesores en el Brasil, y el trabajo ha señalado caminos al enumerar numerosos intelectuales negros en la historia de la ciencia, así como su respectivo legado.Neste artigo objetiva-se propor o processo de emergência da inclusão de pensadores negros nas bibliografias indicadas aos cursos de Ciências da Natureza e suas Tecnologias, almejando a atual descolonização da hegemonia da biblioteca colonial, pautada pela supervalorização do conhecimento produzido por intelectuais europeus e seus descendentes cristalizado nas bibliografias e textos acadêmicos, caracterizando o racismo epistêmico, monocultural e monorracista da atual política curricular da formação de professores do Brasil. Busca-se no decorrer da pesquisa apresentar subsídios teóricos e intelectuais negros e sua afrodescendência da história bem como sua referida área de conhecimento. O Marco teórico- metodológico da pesquisa ancora-se dentro da abordagem qualitativa e dentro dos procedimentos da pesquisa bibliográfica. Destaca-se como importante resultado o quantitativo de pensadores negros em Ciências da natureza. Verifica-se a ausência de pensadores negros nas bibliografias e textos acadêmicos e constata-se o desconhecimento dos futuros professores entrevistados de intelectuais negros. Conclui-se a emergência da inclusão de pensadores negros no processo da formação inicial, visando à descolonização racista da atual política curricular da formação docente no Brasil e o trabalho apontou caminhos ao listar inúmeros intelectuais negros na história da ciência, bem como o respectivo legado.Research, Society and Development2020-08-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/608510.33448/rsd-v9i8.6085Research, Society and Development; Vol. 9 No. 8; e948986085Research, Society and Development; Vol. 9 Núm. 8; e948986085Research, Society and Development; v. 9 n. 8; e9489860852525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/6085/6053Copyright (c) 2020 wander silva lourencohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPereira, Carlos Luis Pereira, Marcia Regina Santana2020-08-20T18:00:17Zoai:ojs.pkp.sfu.ca:article/6085Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:29:21.342331Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Decolonisation of the mono-cultural and monorracist curriculum policy of teachers training in the natural sciences: towards curriculum and antirracist education
De la política curricular monocultural y monoracista de formación de profesores de ciencias naturales: hacia una educación curricular y antirracista
Descolonização da política curricular monocultural e monorracista da formação de professores na área de ciências da natureza: rumo ao currículo e educação antirracista
title Decolonisation of the mono-cultural and monorracist curriculum policy of teachers training in the natural sciences: towards curriculum and antirracist education
spellingShingle Decolonisation of the mono-cultural and monorracist curriculum policy of teachers training in the natural sciences: towards curriculum and antirracist education
Pereira, Carlos Luis
Ciências da Natureza
Negros
Ciência Política Curricular
Ensino
Cidadania.
Natural sciences
Black
Political science curriculum
Teaching
Citzenship.
Ciencias de la naturaleza
Gente negra
Plan de estudios de ciencias políticas
Educación
Ciudadanía.
title_short Decolonisation of the mono-cultural and monorracist curriculum policy of teachers training in the natural sciences: towards curriculum and antirracist education
title_full Decolonisation of the mono-cultural and monorracist curriculum policy of teachers training in the natural sciences: towards curriculum and antirracist education
title_fullStr Decolonisation of the mono-cultural and monorracist curriculum policy of teachers training in the natural sciences: towards curriculum and antirracist education
title_full_unstemmed Decolonisation of the mono-cultural and monorracist curriculum policy of teachers training in the natural sciences: towards curriculum and antirracist education
title_sort Decolonisation of the mono-cultural and monorracist curriculum policy of teachers training in the natural sciences: towards curriculum and antirracist education
author Pereira, Carlos Luis
author_facet Pereira, Carlos Luis
Pereira, Marcia Regina Santana
author_role author
author2 Pereira, Marcia Regina Santana
author2_role author
dc.contributor.author.fl_str_mv Pereira, Carlos Luis
Pereira, Marcia Regina Santana
dc.subject.por.fl_str_mv Ciências da Natureza
Negros
Ciência Política Curricular
Ensino
Cidadania.
Natural sciences
Black
Political science curriculum
Teaching
Citzenship.
Ciencias de la naturaleza
Gente negra
Plan de estudios de ciencias políticas
Educación
Ciudadanía.
topic Ciências da Natureza
Negros
Ciência Política Curricular
Ensino
Cidadania.
Natural sciences
Black
Political science curriculum
Teaching
Citzenship.
Ciencias de la naturaleza
Gente negra
Plan de estudios de ciencias políticas
Educación
Ciudadanía.
description This article aims to propose the emergence of the inclusion of black thinkers in the bibliographies indicated to the courses of Nature Sciences and its Technologies, aiming at the current decolonization of the hegemony of the colonial library, guided by the overvaluation of the knowledge produced by European intellectuals and their descendants crystallized in bibliographies and academic texts, characterizing the epistemic, monocultural and monorracist racism of the current curriculum policy of teachers education in Brazil. In the course of the research, it is sought to present theoretical and intellectual black subsidies and their afrodescendence of history as well as their referred area of knowledge. The theoretical and methodological framework of the research is anchored within the qualitative approach and within the procedures of bibliographic research. The important result is the quantitative of black thinkers in nature sciences; the absence of black thinkers in the bibliographies and academic texts is verified and the ignorance of the future professors of black intellectuals interviewed is verified. The emergence of the inclusion of black thinkers in the process of initial formation is concluded, aiming at the racist decolonization of the current curricular policy of teacher formation in Brazil, and the work has pointed out paths by listing numerous black intellectuals in the history of science, as well as their respective legacy.
publishDate 2020
dc.date.none.fl_str_mv 2020-08-02
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/6085
10.33448/rsd-v9i8.6085
url https://rsdjournal.org/index.php/rsd/article/view/6085
identifier_str_mv 10.33448/rsd-v9i8.6085
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/6085/6053
dc.rights.driver.fl_str_mv Copyright (c) 2020 wander silva lourenco
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 wander silva lourenco
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 9 No. 8; e948986085
Research, Society and Development; Vol. 9 Núm. 8; e948986085
Research, Society and Development; v. 9 n. 8; e948986085
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
_version_ 1797052654025703424

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