A educação das relações étnico-raciais no ensino de Ciências: diálogos possíveis entre Brasil e Estados Unidos
Autor(a) principal: | |
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Data de Publicação: | 2009 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/2222 |
Resumo: | This study aims to understand the education process of Brazilian and American teachers that guide them to live ethnic-racial relationships in their field of work, the teaching of Science. The objective is to establish dialogue between educational processes experienced by these educators and the role assumed by their classes in the education of ethnic-racial relationships among the students. In this dialogue, points converging on the environment where they live and in the educational experiences of these teachers were identified. In the same way peculiarities are highlighted. To achieve the proposed objective, it was necessary to know experiences lived by the participants and their influence in the classrooms where they teach, as well as their views about the social function of science teaching, especially in the context of ethnic-racial relationships. Thus, the interaction between researcher and participants has become central to this study. In the case of Brazil, the encounter was lived in a teacher s preparation course. In the case of US, the encounter was lived in the context of teacher s school environment. The methodology, based on Merleau-Ponty s phenomenology, was useful to identify educational processes produced by experiences and by the thinking about the lived. These processes are constructed in the environment of family, community, teaching practice and in contact with the media. The mentioned spaces are marked by social relationships: ethnic-racial; gender and social class. The learning can lead to the establishment of relations based on racial hierarchies. It also can lead to search for overcoming prejudices and to engage in struggles against racism and discrimination, as well in the valorization of the ethnic-racial diversity. While teachers educate themselves to live ethnic-racial relationships they build guidelines for the Science teaching they develop with the students. In the process of pursuit the study s objective, we also revealed ways in which the teaching of science can contribute to the education of positive/fair, ethnic-racial relationships. These contributions are produced by participants and the researcher in collaboration and refer to activities, political postures that teachers can consider, suggestions of contents and approaches that can provide a Science teaching aligned to the stated assumptions. |
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Silva, Douglas Verrangia Corrêa daSilva, Petronilha Beatriz Gonçalves ehttp://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4780511A0http://lattes.cnpq.br/7699024298055259315a3eaa-9034-4dc9-bb41-68ee391cbcf72016-06-02T19:35:35Z2009-11-122016-06-02T19:35:35Z2009-02-10SILVA, Douglas Verrangia Corrêa da. A educação das relações étnico-raciais no ensino de Ciências : diálogos possíveis entre Brasil e Estados Unidos. 2009. 335 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009.https://repositorio.ufscar.br/handle/ufscar/2222This study aims to understand the education process of Brazilian and American teachers that guide them to live ethnic-racial relationships in their field of work, the teaching of Science. The objective is to establish dialogue between educational processes experienced by these educators and the role assumed by their classes in the education of ethnic-racial relationships among the students. In this dialogue, points converging on the environment where they live and in the educational experiences of these teachers were identified. In the same way peculiarities are highlighted. To achieve the proposed objective, it was necessary to know experiences lived by the participants and their influence in the classrooms where they teach, as well as their views about the social function of science teaching, especially in the context of ethnic-racial relationships. Thus, the interaction between researcher and participants has become central to this study. In the case of Brazil, the encounter was lived in a teacher s preparation course. In the case of US, the encounter was lived in the context of teacher s school environment. The methodology, based on Merleau-Ponty s phenomenology, was useful to identify educational processes produced by experiences and by the thinking about the lived. These processes are constructed in the environment of family, community, teaching practice and in contact with the media. The mentioned spaces are marked by social relationships: ethnic-racial; gender and social class. The learning can lead to the establishment of relations based on racial hierarchies. It also can lead to search for overcoming prejudices and to engage in struggles against racism and discrimination, as well in the valorization of the ethnic-racial diversity. While teachers educate themselves to live ethnic-racial relationships they build guidelines for the Science teaching they develop with the students. In the process of pursuit the study s objective, we also revealed ways in which the teaching of science can contribute to the education of positive/fair, ethnic-racial relationships. These contributions are produced by participants and the researcher in collaboration and refer to activities, political postures that teachers can consider, suggestions of contents and approaches that can provide a Science teaching aligned to the stated assumptions.Este estudo procurou compreender o educar-se de docentes brasileiras e professores/as estadunidenses que orienta a vivência de relações étnico-raciais em seu campo de trabalho, o ensino de Ciências. O objetivo é estabelecer diálogo entre processos educativos vividos por esses/as educadores/as e o papel assumido por suas aulas na educação de relações étnico-raciais junto aos/às alunos/as. Nesse diálogo, pontos convergentes acerca do ambiente em que vivem e do educar-se desses/as sujeitos foram identificados, assim como particularidades, individualidades, são destacadas. Para atingir o objetivo proposto, foi preciso conhecer experiências vividas pelos/as participantes e sua influência nas aulas que ministram, assim como suas visões acerca da função social do ensino de Ciências, principalmente na orientação de relações étnico-raciais. Dessa forma, o convívio entre pesquisador e participantes fez-se central para este estudo. No caso das brasileiras, essa convivência se deu em um curso de formação continuada, no dos estadunidenses, no contexto das escolas em que trabalham. A metodologia utilizada, inspirada na fenomenologia de Merleau-Ponty, contribuiu para identificar que os processos educativos são produzidos nas experiências e no pensar sobre o vivido, nas relações com a família, comunidade, prática docente e no contato com a mídia. Esses espaços são marcados pelas relações sociais: étnicoraciais, de gênero e de classe social. Aprendizagens construídas podem levar ao estabelecimento de relações pautadas em hierarquias raciais e também a procura por superar preconceitos e engajamento em lutas contra o racismo e discriminações, assim como na valorização da diversidade étnico-racial. É em decorrência desses processos formativos que a educação das relações étnico-raciais no ensino de Ciências toma corpo. Isto é, os/as docentes, ao educarem-se para viver relações étnico-raciais, constroem orientações para o ensino de Ciências que vão desenvolver junto aos estudantes, as relações que nele procurarão estabelecer. Ao percorrer o caminho trilhado para atingir o objetivo do estudo, foram também reveladas formas pelas quais o ensino de Ciências pode contribuir para a educação de relações étnico-raciais positivas, humanizantes, justas. Essas contribuições produzidas pelos/as participantes em colaboração com o pesquisador, são atividades, posturas que o professor pode adotar, sugestões de abordagens e características que pode assumir um ensino de Ciências alinhado com os pressupostos anunciados.Financiadora de Estudos e Projetosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarBRProfessores - formaçãoRelações raciaisEnsino de CiênciasEnsino de biologiaÉticaEducation of the ethnic-racial relationshipsScience educationTeachers educationCIENCIAS HUMANAS::EDUCACAOA educação das relações étnico-raciais no ensino de Ciências: diálogos possíveis entre Brasil e Estados Unidosinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-1-1f478144e-dab0-45a9-9479-4db2bce0dc0cinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL2448.pdfapplication/pdf6890120https://repositorio.ufscar.br/bitstream/ufscar/2222/1/2448.pdf8ffc9b222bd2380b340f8762578a020bMD51THUMBNAIL2448.pdf.jpg2448.pdf.jpgIM Thumbnailimage/jpeg7510https://repositorio.ufscar.br/bitstream/ufscar/2222/2/2448.pdf.jpg8d1d6348d7d738c3c0eef9689a49968cMD52ufscar/22222023-09-18 18:30:49.262oai:repositorio.ufscar.br:ufscar/2222Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:30:49Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
A educação das relações étnico-raciais no ensino de Ciências: diálogos possíveis entre Brasil e Estados Unidos |
title |
A educação das relações étnico-raciais no ensino de Ciências: diálogos possíveis entre Brasil e Estados Unidos |
spellingShingle |
A educação das relações étnico-raciais no ensino de Ciências: diálogos possíveis entre Brasil e Estados Unidos Silva, Douglas Verrangia Corrêa da Professores - formação Relações raciais Ensino de Ciências Ensino de biologia Ética Education of the ethnic-racial relationships Science education Teachers education CIENCIAS HUMANAS::EDUCACAO |
title_short |
A educação das relações étnico-raciais no ensino de Ciências: diálogos possíveis entre Brasil e Estados Unidos |
title_full |
A educação das relações étnico-raciais no ensino de Ciências: diálogos possíveis entre Brasil e Estados Unidos |
title_fullStr |
A educação das relações étnico-raciais no ensino de Ciências: diálogos possíveis entre Brasil e Estados Unidos |
title_full_unstemmed |
A educação das relações étnico-raciais no ensino de Ciências: diálogos possíveis entre Brasil e Estados Unidos |
title_sort |
A educação das relações étnico-raciais no ensino de Ciências: diálogos possíveis entre Brasil e Estados Unidos |
author |
Silva, Douglas Verrangia Corrêa da |
author_facet |
Silva, Douglas Verrangia Corrêa da |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/7699024298055259 |
dc.contributor.author.fl_str_mv |
Silva, Douglas Verrangia Corrêa da |
dc.contributor.advisor1.fl_str_mv |
Silva, Petronilha Beatriz Gonçalves e |
dc.contributor.advisor1Lattes.fl_str_mv |
http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4780511A0 |
dc.contributor.authorID.fl_str_mv |
315a3eaa-9034-4dc9-bb41-68ee391cbcf7 |
contributor_str_mv |
Silva, Petronilha Beatriz Gonçalves e |
dc.subject.por.fl_str_mv |
Professores - formação Relações raciais Ensino de Ciências Ensino de biologia Ética |
topic |
Professores - formação Relações raciais Ensino de Ciências Ensino de biologia Ética Education of the ethnic-racial relationships Science education Teachers education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Education of the ethnic-racial relationships Science education Teachers education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This study aims to understand the education process of Brazilian and American teachers that guide them to live ethnic-racial relationships in their field of work, the teaching of Science. The objective is to establish dialogue between educational processes experienced by these educators and the role assumed by their classes in the education of ethnic-racial relationships among the students. In this dialogue, points converging on the environment where they live and in the educational experiences of these teachers were identified. In the same way peculiarities are highlighted. To achieve the proposed objective, it was necessary to know experiences lived by the participants and their influence in the classrooms where they teach, as well as their views about the social function of science teaching, especially in the context of ethnic-racial relationships. Thus, the interaction between researcher and participants has become central to this study. In the case of Brazil, the encounter was lived in a teacher s preparation course. In the case of US, the encounter was lived in the context of teacher s school environment. The methodology, based on Merleau-Ponty s phenomenology, was useful to identify educational processes produced by experiences and by the thinking about the lived. These processes are constructed in the environment of family, community, teaching practice and in contact with the media. The mentioned spaces are marked by social relationships: ethnic-racial; gender and social class. The learning can lead to the establishment of relations based on racial hierarchies. It also can lead to search for overcoming prejudices and to engage in struggles against racism and discrimination, as well in the valorization of the ethnic-racial diversity. While teachers educate themselves to live ethnic-racial relationships they build guidelines for the Science teaching they develop with the students. In the process of pursuit the study s objective, we also revealed ways in which the teaching of science can contribute to the education of positive/fair, ethnic-racial relationships. These contributions are produced by participants and the researcher in collaboration and refer to activities, political postures that teachers can consider, suggestions of contents and approaches that can provide a Science teaching aligned to the stated assumptions. |
publishDate |
2009 |
dc.date.available.fl_str_mv |
2009-11-12 2016-06-02T19:35:35Z |
dc.date.issued.fl_str_mv |
2009-02-10 |
dc.date.accessioned.fl_str_mv |
2016-06-02T19:35:35Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SILVA, Douglas Verrangia Corrêa da. A educação das relações étnico-raciais no ensino de Ciências : diálogos possíveis entre Brasil e Estados Unidos. 2009. 335 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/2222 |
identifier_str_mv |
SILVA, Douglas Verrangia Corrêa da. A educação das relações étnico-raciais no ensino de Ciências : diálogos possíveis entre Brasil e Estados Unidos. 2009. 335 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009. |
url |
https://repositorio.ufscar.br/handle/ufscar/2222 |
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por |
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-1 -1 |
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f478144e-dab0-45a9-9479-4db2bce0dc0c |
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openAccess |
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BR |
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Universidade Federal de São Carlos |
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