HOW DOES STRUCTURAL RACISM IMPEDES THE IMPLEMENTATION OF ERER IN CHEMISTRY EDUCATION?

Detalhes bibliográficos
Autor(a) principal: Alves Mendes, Carla Cristina
Data de Publicação: 2022
Outros Autores: Costa da Silva, Gustavo Henrique, dos Reis, Mariana Gabriele, Quintino Amauro, Nicea
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3111
Resumo: Considering that the curriculum choices are presented in line with the singular and Caucasian history, not contemplating the diversity of the bodies present in school spaces, this article seeks to highlight how structural racism prevents the implementation of Education for Ethnic-Racial Relations in the Teaching of Chemistry (EREREQ). For this, we established a relationship between structural racism and the teaching of science/chemistry, substantiated by interviews with six chemistry educators who teach high school students in public and private schools in the state of Minas Gerais. This is, therefore, a qualitative research that, by means of content analysis, discussed the participants' answers with support in EREREQ's specific biography. In this sense, the interviews and their respective analyses allowed us to conclude that there are multiple places of origin of the manifestation of hierarchization and racial inequality. We also found that resistance to the effectiveness of the EREREQ is found not only in the behavior of students and families, but also in the posture of male and female teachers, who transfer the responsibility to the educational institutions or to the curriculum.
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spelling HOW DOES STRUCTURAL RACISM IMPEDES THE IMPLEMENTATION OF ERER IN CHEMISTRY EDUCATION?CÓMO EL RACISMO ESTRUCTURAL OBSTACULIZA LA APLICACIÓN DE LA LEY 10.639/03 EN LA ENSEÑANZA DE LA QUÍMICACOMO O RACISMO ESTRUTURAL IMPEDE A IMPLEMENTAÇÃO DA ERER NO ENSINO DE QUÍMICAracismo estruturallei 10.639/03ensino de químicahistória e cultura afro-brasileirastructural racismlaw 10.639/03chemistry teachingafro-brazilian history and cultureracismo estructuralley 10.639/03enseñanza de la químicahistoria y cultura afrobrasileñaConsidering that the curriculum choices are presented in line with the singular and Caucasian history, not contemplating the diversity of the bodies present in school spaces, this article seeks to highlight how structural racism prevents the implementation of Education for Ethnic-Racial Relations in the Teaching of Chemistry (EREREQ). For this, we established a relationship between structural racism and the teaching of science/chemistry, substantiated by interviews with six chemistry educators who teach high school students in public and private schools in the state of Minas Gerais. This is, therefore, a qualitative research that, by means of content analysis, discussed the participants' answers with support in EREREQ's specific biography. In this sense, the interviews and their respective analyses allowed us to conclude that there are multiple places of origin of the manifestation of hierarchization and racial inequality. We also found that resistance to the effectiveness of the EREREQ is found not only in the behavior of students and families, but also in the posture of male and female teachers, who transfer the responsibility to the educational institutions or to the curriculum.Considerando que las opciones curriculares se presentan en consonancia con la historia singular y caucásica, no contemplando la diversidad de los cuerpos presentes en los espacios escolares, este artículo pretende destacar cómo el racismo estructural impide la implementación de la Educación para las Relaciones Étnico-Raciales en la Enseñanza de la Química (EREREQ). Para ello, establecimos una relación entre el racismo estructural y la enseñanza de la ciencia/química, sustanciada en entrevistas con seis educadores de química que enseñan a estudiantes de secundaria en escuelas públicas y concertadas del estado de Minas Gerais, a partir de las cuales construimos significados para mejorar la comprensión de cómo el racismo estructural actúa en su carácter impeditivo para la realización de actividades pedagógicas intencionalmente organizadas. Se trata, por tanto, de una investigación cualitativa que, mediante el análisis de contenido, discute las respuestas de los participantes con apoyo en la biografía específica de EREREQ. En este sentido, las entrevistas y sus respectivos análisis nos permitieron concluir que existen múltiples lugares de origen de la manifestación de la jerarquización y la desigualdad racial. También encontramos que la resistencia a la eficacia de EREREQ no sólo se encuentra en el comportamiento de los alumnos y las familias, sino también en la actitud de los profesores y profesoras, que trasladan la responsabilidad a las instituciones educativas o al plan de estudios.Considerando que as escolhas curriculares se apresentam em consonância com a história singular e caucasiana, não contemplando a diversidade dos corpos presentes nos espaços escolares, este artigo busca evidenciar como o racismo estrutural impede a implementação da Educação para as Relações Étnico-Raciais no Ensino de Química (EREREQ). Para tanto, estabelecemos uma relação entre o racismo estrutural e o ensino de Ciências/Química, consubstanciada por entrevistas feitas com seis educadores/as de Química que lecionam para alunos do Ensino Médio de escolas públicas e particulares do estado de Minas Gerais, a partir destas construímos significados para aprimorar a compreensão de como o racismo estrutural atua em seu caráter impeditivo para a realização de atividades pedagógicas intencionalmente organizadas. Trata-se, portanto, de uma pesquisa qualitativa que, por meio de análise de conteúdo, discutiu as respostas dos participantes com respaldo na biografia específica da EREREQ. Nesse sentido, as entrevistas e suas respectivas análises nos permitiram concluir que há múltiplos lugares de origem da manifestação da hierarquização e da desigualdade racial. Constatamos, ainda, que a resistência à efetivação da EREREQ se encontra não somente no comportamento dos estudantes e das famílias, mas também na postura de professores e professoras, que transferem a responsabilidade para as instituições de ensino ou para o currículo.  SciELO PreprintsSciELO PreprintsSciELO Preprints2022-11-03info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/311110.1590/SciELOPreprints.3111porhttps://preprints.scielo.org/index.php/scielo/article/view/3111/9703Copyright (c) 2021 Carla Cristina Alves Mendes, Gustavo Henrique Costa da Silva, Mariana Gabriele dos Reis, Nicea Quintino Amaurohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAlves Mendes, Carla CristinaCosta da Silva, Gustavo Henriquedos Reis, Mariana GabrieleQuintino Amauro, Niceareponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-10-26T22:30:20Zoai:ops.preprints.scielo.org:preprint/3111Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-10-26T22:30:20SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv HOW DOES STRUCTURAL RACISM IMPEDES THE IMPLEMENTATION OF ERER IN CHEMISTRY EDUCATION?
CÓMO EL RACISMO ESTRUCTURAL OBSTACULIZA LA APLICACIÓN DE LA LEY 10.639/03 EN LA ENSEÑANZA DE LA QUÍMICA
COMO O RACISMO ESTRUTURAL IMPEDE A IMPLEMENTAÇÃO DA ERER NO ENSINO DE QUÍMICA
title HOW DOES STRUCTURAL RACISM IMPEDES THE IMPLEMENTATION OF ERER IN CHEMISTRY EDUCATION?
spellingShingle HOW DOES STRUCTURAL RACISM IMPEDES THE IMPLEMENTATION OF ERER IN CHEMISTRY EDUCATION?
Alves Mendes, Carla Cristina
racismo estrutural
lei 10.639/03
ensino de química
história e cultura afro-brasileira
structural racism
law 10.639/03
chemistry teaching
afro-brazilian history and culture
racismo estructural
ley 10.639/03
enseñanza de la química
historia y cultura afrobrasileña
title_short HOW DOES STRUCTURAL RACISM IMPEDES THE IMPLEMENTATION OF ERER IN CHEMISTRY EDUCATION?
title_full HOW DOES STRUCTURAL RACISM IMPEDES THE IMPLEMENTATION OF ERER IN CHEMISTRY EDUCATION?
title_fullStr HOW DOES STRUCTURAL RACISM IMPEDES THE IMPLEMENTATION OF ERER IN CHEMISTRY EDUCATION?
title_full_unstemmed HOW DOES STRUCTURAL RACISM IMPEDES THE IMPLEMENTATION OF ERER IN CHEMISTRY EDUCATION?
title_sort HOW DOES STRUCTURAL RACISM IMPEDES THE IMPLEMENTATION OF ERER IN CHEMISTRY EDUCATION?
author Alves Mendes, Carla Cristina
author_facet Alves Mendes, Carla Cristina
Costa da Silva, Gustavo Henrique
dos Reis, Mariana Gabriele
Quintino Amauro, Nicea
author_role author
author2 Costa da Silva, Gustavo Henrique
dos Reis, Mariana Gabriele
Quintino Amauro, Nicea
author2_role author
author
author
dc.contributor.author.fl_str_mv Alves Mendes, Carla Cristina
Costa da Silva, Gustavo Henrique
dos Reis, Mariana Gabriele
Quintino Amauro, Nicea
dc.subject.por.fl_str_mv racismo estrutural
lei 10.639/03
ensino de química
história e cultura afro-brasileira
structural racism
law 10.639/03
chemistry teaching
afro-brazilian history and culture
racismo estructural
ley 10.639/03
enseñanza de la química
historia y cultura afrobrasileña
topic racismo estrutural
lei 10.639/03
ensino de química
história e cultura afro-brasileira
structural racism
law 10.639/03
chemistry teaching
afro-brazilian history and culture
racismo estructural
ley 10.639/03
enseñanza de la química
historia y cultura afrobrasileña
description Considering that the curriculum choices are presented in line with the singular and Caucasian history, not contemplating the diversity of the bodies present in school spaces, this article seeks to highlight how structural racism prevents the implementation of Education for Ethnic-Racial Relations in the Teaching of Chemistry (EREREQ). For this, we established a relationship between structural racism and the teaching of science/chemistry, substantiated by interviews with six chemistry educators who teach high school students in public and private schools in the state of Minas Gerais. This is, therefore, a qualitative research that, by means of content analysis, discussed the participants' answers with support in EREREQ's specific biography. In this sense, the interviews and their respective analyses allowed us to conclude that there are multiple places of origin of the manifestation of hierarchization and racial inequality. We also found that resistance to the effectiveness of the EREREQ is found not only in the behavior of students and families, but also in the posture of male and female teachers, who transfer the responsibility to the educational institutions or to the curriculum.
publishDate 2022
dc.date.none.fl_str_mv 2022-11-03
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