The education of ethnic-racial relationships: a theoretical framework for the deconstruction of prejudices in the Science and Biology education
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2022 |
| Tipo de documento: | Artigo |
| Idioma: | por |
| Título da fonte: | Revista da SBEnBIO |
| Texto Completo: | https://renbio.org.br/index.php/sbenbio/article/view/782 |
Resumo: | We have seen, for a few years, analyzing and producing proposals in order to address how science education – in its broadest role – could be part of a an education for fair ethnic-racial relationships, committed to the eradication of racism in our society. Reviewing the literature in the area, we identified that, in the last 10 years, there has been a significant growth in this context, with many proposals emerging at the interface between Science and the fight against racism. However, these proposals seems lack of considering a deeper understanding of the concept of Education of Ethnic-Racial Relationships (ERER), which we consider a theoretical-methodological framework for a (re)construction of pedagogical thinking in pluriethnic and multicultural countries such as our. In that superficial conception, the role, for example, of science education for (re)education of ethnic-racial relationships is restricted to the discussion of some themes, such as scientific racism, eugenics and other modern ones. In this way, in order to contribute to broaden the reflection of the possibilities and challenges imposed on science education by the ERER, we present a conceptual framework, a model, developed from collaborations with professor Mwalimu Shujaa, that has been used in graduation courses and continuing education of teachers over the last 15 years. The purpose of the model is to articulate a theoretical-methodological perspective of ERER, focused on the elaboration of pedagogical activities aimed to combat stereotypes, within contents related to Natural Sciences and Biology. |
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The education of ethnic-racial relationships: a theoretical framework for the deconstruction of prejudices in the Science and Biology educationLa educación de las relaciones étnico-raciales: una propuesta teórico-metodológica para la deconstrucción de estereotipos en la enseñanza de las Ciencias y la BiologíaA educação das relações étnico-raciais: uma proposta teórico-metodológica para a desconstrução de estereótipos na educação em Ciências e BiologiaEducação das relações étnico-raciaisDidáticaEducação em Ciências e BiologiaEducation of ethnic-racial relationsDidacticsScience and Biology EducationEducación de las relaciones étnico-racialesDidácticasEducación en Ciencias y BiologíaWe have seen, for a few years, analyzing and producing proposals in order to address how science education – in its broadest role – could be part of a an education for fair ethnic-racial relationships, committed to the eradication of racism in our society. Reviewing the literature in the area, we identified that, in the last 10 years, there has been a significant growth in this context, with many proposals emerging at the interface between Science and the fight against racism. However, these proposals seems lack of considering a deeper understanding of the concept of Education of Ethnic-Racial Relationships (ERER), which we consider a theoretical-methodological framework for a (re)construction of pedagogical thinking in pluriethnic and multicultural countries such as our. In that superficial conception, the role, for example, of science education for (re)education of ethnic-racial relationships is restricted to the discussion of some themes, such as scientific racism, eugenics and other modern ones. In this way, in order to contribute to broaden the reflection of the possibilities and challenges imposed on science education by the ERER, we present a conceptual framework, a model, developed from collaborations with professor Mwalimu Shujaa, that has been used in graduation courses and continuing education of teachers over the last 15 years. The purpose of the model is to articulate a theoretical-methodological perspective of ERER, focused on the elaboration of pedagogical activities aimed to combat stereotypes, within contents related to Natural Sciences and Biology.Desde hace algunos años venimos analizando y elaborando propuestas para que la educación en Ciencias asuma su papel como parte de un proceso más amplio, de educación para la humanización, contribuyendo a la educación de relaciones étnico-raciales positivas, justas y comprometidas en combatir el racismo en nuestra sociedad. Revisando la literatura en el área, identificamos que, en los últimos 10 años, ha habido un avance significativo en este contexto, con muchas propuestas surgiendo en la interfaz entre la enseñanza de las ciencias y la lucha contra el racismo. Sin embargo, a nuestro juicio, muchas de estas propuestas terminan por desconocer una comprensión más profunda del concepto de Educación de las Relaciones Étnico-Raciales (ERER), que consideramos un marco teórico-metodológico para la (re)construcción del pensamiento pedagógico en comunidades pluriétnicas y multiculturales como la nuestra. En esta concepción, el papel, por ejemplo, de la enseñanza de las ciencias para la (re)educación de las relaciones étnico-raciales se restringe a la discusión de algunos temas, como el racismo científico, la eugenesia moderna, la evolución humana, entre otros. Así, para contribuir a ampliar la reflexión conceptual sobre las posibilidades y desafíos que la ERER impone a la enseñanza de las Ciencias, presentamos un modelo conceptual elaborado a partir de las aportaciones de Mwalimu Shujaa y que ha sido utilizado y revisado en prácticas en educación inicial y continua de profesores en los últimos 15 años. El modelo tiene como finalidad articular una perspectiva teórico-metodológica de la ERER, enfocada a la elaboración de actividades pedagógicas que apunten al combate de estereotipos, en este caso, en medio a contenidos relacionados con las Ciencias Naturales y la Biología.Vimos, há alguns anos, analisando e produzindo propostas no intuito de que a educação em Ciências assuma seu papel como parte de um processo mais amplo, de educação para humanização, contribuindo para a educação de relações étnico-raciais positivas, justas e compromissadas com a erradicação do racismo em nossa sociedade. Revisando a literatura na área, identificamos que, nos últimos 10 anos, há um avanço significativo nesse contexto, surgindo muitas propostas na interface entre educação em Ciências e combate ao racismo. Porém, em nossa visão, muitas dessas propostas acabam por desconsiderar uma compreensão mais profunda sobre o conceito de Educação das Relações Étnico-Raciais (ERER), que consideramos um marco teórico-metodológico para a (re)construção do pensar pedagógico em países pluriétnicos e multiculturais como o nosso. Nessa concepção, o papel, por exemplo, da educação em Ciências para a (re)educação de relações étnico-raciais fica restrito à discussão de algumas temáticas, como o racismo científico, a eugenia moderna, a evolução humana, entre outros. Dessa forma, a fim de contribuir para ampliar a reflexão conceitual acerca das possibilidades e desafios impostos à educação em Ciências pela ERER, apresentamos um modelo conceitual desenvolvido a partir das contribuições de Mwalimu Shujaa e que vem sendo utilizado e revisado em práticas na formação inicial e continuada de professores nos últimos 15 anos. O intuito do modelo é articular uma perspectiva teórico-metodológica da ERER, focada na elaboração de atividades pedagógicas que visem combater estereótipos, neste caso, em meio a conteúdos ligados às Ciências Naturais e Biologia.SBEnBio - Associação Brasileira de Ensino de Biologia2022-11-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://renbio.org.br/index.php/sbenbio/article/view/78210.46667/renbio.v15inesp2.782SBEnBio Biology Teaching Journal; 2022: v.15, nesp.2 (nov. 2022) - Dossiê Temático; 492-512Revista de Enseñanza de Biología SBEnBio; 2022: v.15, nesp.2 (nov. 2022) - Dossiê Temático; 492-512Revista de Ensino de Biologia da SBEnBio; 2022: v.15, nesp.2 (nov. 2022) - Dossiê: Relações Étnico-Raciais e o Ensino de Biologia; 492-5122763-889810.46667/renbio.v15inesp2reponame:Revista da SBEnBIOinstname:Associação Brasileira de Ensino de Biologia (SBEnBio)instacron:SBEnBioporhttps://renbio.org.br/index.php/sbenbio/article/view/782/288BrazilBrasilBrasilCopyright (c) 2022 Revista de Ensino de Biologia da SBEnBiohttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccess Verrangia, Douglas 2023-11-14T20:17:21Zoai:ojs.renbio.org.br:article/782Revistahttps://renbio.org.br/index.php/sbenbioONGhttps://renbio.org.br/index.php/sbenbio/oairevistaensinodebiologia@gmail.com||revistaensinodebiologia@gmail.com2763-88981982-1867opendoar:2023-11-14T20:17:21Revista da SBEnBIO - Associação Brasileira de Ensino de Biologia (SBEnBio)false |
| dc.title.none.fl_str_mv |
The education of ethnic-racial relationships: a theoretical framework for the deconstruction of prejudices in the Science and Biology education La educación de las relaciones étnico-raciales: una propuesta teórico-metodológica para la deconstrucción de estereotipos en la enseñanza de las Ciencias y la Biología A educação das relações étnico-raciais: uma proposta teórico-metodológica para a desconstrução de estereótipos na educação em Ciências e Biologia |
| title |
The education of ethnic-racial relationships: a theoretical framework for the deconstruction of prejudices in the Science and Biology education |
| spellingShingle |
The education of ethnic-racial relationships: a theoretical framework for the deconstruction of prejudices in the Science and Biology education Verrangia, Douglas Educação das relações étnico-raciais Didática Educação em Ciências e Biologia Education of ethnic-racial relations Didactics Science and Biology Education Educación de las relaciones étnico-raciales Didácticas Educación en Ciencias y Biología |
| title_short |
The education of ethnic-racial relationships: a theoretical framework for the deconstruction of prejudices in the Science and Biology education |
| title_full |
The education of ethnic-racial relationships: a theoretical framework for the deconstruction of prejudices in the Science and Biology education |
| title_fullStr |
The education of ethnic-racial relationships: a theoretical framework for the deconstruction of prejudices in the Science and Biology education |
| title_full_unstemmed |
The education of ethnic-racial relationships: a theoretical framework for the deconstruction of prejudices in the Science and Biology education |
| title_sort |
The education of ethnic-racial relationships: a theoretical framework for the deconstruction of prejudices in the Science and Biology education |
| author |
Verrangia, Douglas |
| author_facet |
Verrangia, Douglas |
| author_role |
author |
| dc.contributor.author.fl_str_mv |
Verrangia, Douglas |
| dc.subject.por.fl_str_mv |
Educação das relações étnico-raciais Didática Educação em Ciências e Biologia Education of ethnic-racial relations Didactics Science and Biology Education Educación de las relaciones étnico-raciales Didácticas Educación en Ciencias y Biología |
| topic |
Educação das relações étnico-raciais Didática Educação em Ciências e Biologia Education of ethnic-racial relations Didactics Science and Biology Education Educación de las relaciones étnico-raciales Didácticas Educación en Ciencias y Biología |
| description |
We have seen, for a few years, analyzing and producing proposals in order to address how science education – in its broadest role – could be part of a an education for fair ethnic-racial relationships, committed to the eradication of racism in our society. Reviewing the literature in the area, we identified that, in the last 10 years, there has been a significant growth in this context, with many proposals emerging at the interface between Science and the fight against racism. However, these proposals seems lack of considering a deeper understanding of the concept of Education of Ethnic-Racial Relationships (ERER), which we consider a theoretical-methodological framework for a (re)construction of pedagogical thinking in pluriethnic and multicultural countries such as our. In that superficial conception, the role, for example, of science education for (re)education of ethnic-racial relationships is restricted to the discussion of some themes, such as scientific racism, eugenics and other modern ones. In this way, in order to contribute to broaden the reflection of the possibilities and challenges imposed on science education by the ERER, we present a conceptual framework, a model, developed from collaborations with professor Mwalimu Shujaa, that has been used in graduation courses and continuing education of teachers over the last 15 years. The purpose of the model is to articulate a theoretical-methodological perspective of ERER, focused on the elaboration of pedagogical activities aimed to combat stereotypes, within contents related to Natural Sciences and Biology. |
| publishDate |
2022 |
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2022-11-28 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto Texto info:eu-repo/semantics/other |
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article |
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publishedVersion |
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https://renbio.org.br/index.php/sbenbio/article/view/782 10.46667/renbio.v15inesp2.782 |
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https://renbio.org.br/index.php/sbenbio/article/view/782 |
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10.46667/renbio.v15inesp2.782 |
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por |
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por |
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https://renbio.org.br/index.php/sbenbio/article/view/782/288 |
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Copyright (c) 2022 Revista de Ensino de Biologia da SBEnBio https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
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Copyright (c) 2022 Revista de Ensino de Biologia da SBEnBio https://creativecommons.org/licenses/by-nc-nd/4.0 |
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openAccess |
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application/pdf |
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Brazil Brasil Brasil |
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SBEnBio - Associação Brasileira de Ensino de Biologia |
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SBEnBio - Associação Brasileira de Ensino de Biologia |
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SBEnBio Biology Teaching Journal; 2022: v.15, nesp.2 (nov. 2022) - Dossiê Temático; 492-512 Revista de Enseñanza de Biología SBEnBio; 2022: v.15, nesp.2 (nov. 2022) - Dossiê Temático; 492-512 Revista de Ensino de Biologia da SBEnBio; 2022: v.15, nesp.2 (nov. 2022) - Dossiê: Relações Étnico-Raciais e o Ensino de Biologia; 492-512 2763-8898 10.46667/renbio.v15inesp2 reponame:Revista da SBEnBIO instname:Associação Brasileira de Ensino de Biologia (SBEnBio) instacron:SBEnBio |
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Revista da SBEnBIO - Associação Brasileira de Ensino de Biologia (SBEnBio) |
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