EDUCATION OF ETHNIC-RACIAL RELATIONS IN THE INITIAL TRAINING OF BIOLOGY TEACHERS

Detalhes bibliográficos
Autor(a) principal: Silva, Joaklebio Alves da
Data de Publicação: 2023
Outros Autores: Araújo, Monica Lopes Folena
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/5356
Resumo: The screen research established as an objective to identify which discussions have been mobilized in the curricular component Education of Ethnic-Racial Relations (ERER) during the initial training process of Science and Biology teachers at the Federal Rural University of Pernambuco (UFRPE). The methodological walk is characterized as a qualitative approach guided by a case study developed at UFRPE as a pioneering federal public university in northeastern Brazil whose ERER was institutionalized as a mandatory component in degree courses. Data were collected through documental analysis of Teaching Plans of Teachers-Trainers, semi-structured interviews with them, as well as application of questionnaires with undergraduate students in Biological Sciences; and submitted to content analysis through its triangulation. As main results, we identified that the discussions mobilized in that course transit through contents that we organize in the following structuring axes of the studies around the ERER: Formation of Brazilian identities; Ethnic plurality of the Northeast and Pernambuco; Black and Indigenous Social Movements and Education; Education of Ethnic-Racial Relations in contemporary times and, finally, the ERER Concepts axis. Therefore, we consider that the discussions proposed in the moments of study during this stage of teacher training provide the basis for a Critical Ethnic-Racial Education for Science teaching that will be effective in teaching practice in the context of Basic Education, something that breaks with the practices mistaken pedagogical practices that go against the proposition of an anti-racist Science Education.
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spelling EDUCATION OF ETHNIC-RACIAL RELATIONS IN THE INITIAL TRAINING OF BIOLOGY TEACHERSLA EDUCACIÓN DE LAS RELACIONES ÉTNICO-RACIALES EM LA FORMACIÓN INICIAL DE PROFESORES DE BIOLOGÍAEDUCAÇÃO DAS RELAÇÕES ÉTNICO-RACIAIS NA FORMAÇÃO INICIAL DE PROFESSORES E PROFESSORAS DE BIOLOGIAEducação Étnico-Racial CríticaEducação em CiênciasFormação DocenteEnsino de BiologiaAntirracismoCritical Ethnic-Racial EducationScience EducationTeacher TrainingBiology TeachingAnti-racismEducación Crítica Étnico-RacialEducación CientíficaFormación del ProfesoradoEnseñanza de la BiologíaAntirracismoThe screen research established as an objective to identify which discussions have been mobilized in the curricular component Education of Ethnic-Racial Relations (ERER) during the initial training process of Science and Biology teachers at the Federal Rural University of Pernambuco (UFRPE). The methodological walk is characterized as a qualitative approach guided by a case study developed at UFRPE as a pioneering federal public university in northeastern Brazil whose ERER was institutionalized as a mandatory component in degree courses. Data were collected through documental analysis of Teaching Plans of Teachers-Trainers, semi-structured interviews with them, as well as application of questionnaires with undergraduate students in Biological Sciences; and submitted to content analysis through its triangulation. As main results, we identified that the discussions mobilized in that course transit through contents that we organize in the following structuring axes of the studies around the ERER: Formation of Brazilian identities; Ethnic plurality of the Northeast and Pernambuco; Black and Indigenous Social Movements and Education; Education of Ethnic-Racial Relations in contemporary times and, finally, the ERER Concepts axis. Therefore, we consider that the discussions proposed in the moments of study during this stage of teacher training provide the basis for a Critical Ethnic-Racial Education for Science teaching that will be effective in teaching practice in the context of Basic Education, something that breaks with the practices mistaken pedagogical practices that go against the proposition of an anti-racist Science Education.La investigación pantalla estableció como objetivo identificar qué discusiones han sido movilizadas en el componente curricular Educación de las Relaciones Étnico-Raciales (ERER) durante el proceso de formación inicial de profesores de Ciencias y Biología de la Universidad Federal Rural de Pernambuco (UFRPE). El paseo metodológico se caracteriza como un abordaje cualitativo guiado por un estudio de caso desarrollado en la UFRPE como universidad pública federal pioneira cuya ERER fue institucionalizada como componente obligatorio en las carreras de grado. Los datos fueron recolectados a través del análisis documental de los Planes de Enseñanza de los Formadores de Profesores, de entrevistas semiestructuradas con ellos, así como de la aplicación de cuestionarios con estudiantes de graduación en Ciencias Biológicas; y sometidos al análisis de contenido a través de su triangulación. Como principales resultados, identificamos que las discusiones movilizadas en ese curso transitan por contenidos que organizamos en los siguientes ejes estructurantes de los estudios en torno al ERER: Formación de identidades brasileñas; Pluralidad étnica del Nordeste y Pernambuco; Movimientos Sociales Negros e Indígenas y Educación; La Educación de las Relaciones Étnico-Raciales en la contemporaneidad y, por último, el eje Conceptos ERER. Por tanto, consideramos que las discusiones propuestas en los momentos de estudio durante esta etapa de formación docente sientan las bases para una Educación Étnico-Racial Crítica para la enseñanza de las Ciencias que será efectiva en la práctica docente en el contexto de la Educación Básica, algo que rompe con las prácticas pedagógicas equivocadas que van en contra del planteamiento de una Educación en Ciencias antirracista.A pesquisa em tela estabeleceu enquanto objetivo identificar quais discussões têm sido mobilizadas no componente curricular Educação das Relações Étnico-Raciais (ERER) durante o processo de formação inicial de professores/as de Ciências e Biologia na Universidade Federal Rural de Pernambuco (UFRPE). A caminhada metodológica se caracteriza como sendo de abordagem qualitativa guiada por um estudo de caso desenvolvido na UFRPE enquanto universidade pública federal pioneira do nordeste brasileiro cuja ERER foi institucionalizada enquanto componente obrigatório nos cursos de licenciatura. Os dados foram coletados por meio da análise documental de Planos de Ensino de Docentes-Formadores/as, entrevistas semiestruturadas realizadas com eles/as, como também, aplicação de questionários com licenciandos/as em Ciências Biológicas; e submetidos a análise de conteúdo através de sua triangulação. Enquanto principais resultados identificamos que as discussões mobilizadas no referido curso transitam por meio de conteúdos que organizamos nos seguintes eixos estruturantes dos estudos em torno da ERER: Formação das identidades brasileiras; Pluralidade étnica do Nordeste e de Pernambuco; Movimentos Sociais Negros e Indígenas e a Educação; Educação das Relações Étnico-Raciais na contemporaneidade e, por fim, o eixo Conceitos da ERER. Portanto, consideramos que as discussões propostas nos momentos de estudo durante essa etapa da formação docente propiciam a fundamentação de uma Educação Étnico-Racial Crítica para o ensino de Ciências que se efetivará na prática docente no contexto da Educação Básica, algo que rompe com as práticas pedagógicas equivocadas que caminham em contramão da proposição de uma Educação em Ciências antirracista.SciELO PreprintsSciELO PreprintsSciELO Preprints2023-01-06info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/535610.1590/SciELOPreprints.5356porhttps://preprints.scielo.org/index.php/scielo/article/view/5356/10354Copyright (c) 2023 Joaklebio Alves da Silva, Monica Lopes Folena Araújohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Joaklebio Alves daAraújo, Monica Lopes Folenareponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-12-30T16:09:54Zoai:ops.preprints.scielo.org:preprint/5356Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-12-30T16:09:54SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv EDUCATION OF ETHNIC-RACIAL RELATIONS IN THE INITIAL TRAINING OF BIOLOGY TEACHERS
LA EDUCACIÓN DE LAS RELACIONES ÉTNICO-RACIALES EM LA FORMACIÓN INICIAL DE PROFESORES DE BIOLOGÍA
EDUCAÇÃO DAS RELAÇÕES ÉTNICO-RACIAIS NA FORMAÇÃO INICIAL DE PROFESSORES E PROFESSORAS DE BIOLOGIA
title EDUCATION OF ETHNIC-RACIAL RELATIONS IN THE INITIAL TRAINING OF BIOLOGY TEACHERS
spellingShingle EDUCATION OF ETHNIC-RACIAL RELATIONS IN THE INITIAL TRAINING OF BIOLOGY TEACHERS
Silva, Joaklebio Alves da
Educação Étnico-Racial Crítica
Educação em Ciências
Formação Docente
Ensino de Biologia
Antirracismo
Critical Ethnic-Racial Education
Science Education
Teacher Training
Biology Teaching
Anti-racism
Educación Crítica Étnico-Racial
Educación Científica
Formación del Profesorado
Enseñanza de la Biología
Antirracismo
title_short EDUCATION OF ETHNIC-RACIAL RELATIONS IN THE INITIAL TRAINING OF BIOLOGY TEACHERS
title_full EDUCATION OF ETHNIC-RACIAL RELATIONS IN THE INITIAL TRAINING OF BIOLOGY TEACHERS
title_fullStr EDUCATION OF ETHNIC-RACIAL RELATIONS IN THE INITIAL TRAINING OF BIOLOGY TEACHERS
title_full_unstemmed EDUCATION OF ETHNIC-RACIAL RELATIONS IN THE INITIAL TRAINING OF BIOLOGY TEACHERS
title_sort EDUCATION OF ETHNIC-RACIAL RELATIONS IN THE INITIAL TRAINING OF BIOLOGY TEACHERS
author Silva, Joaklebio Alves da
author_facet Silva, Joaklebio Alves da
Araújo, Monica Lopes Folena
author_role author
author2 Araújo, Monica Lopes Folena
author2_role author
dc.contributor.author.fl_str_mv Silva, Joaklebio Alves da
Araújo, Monica Lopes Folena
dc.subject.por.fl_str_mv Educação Étnico-Racial Crítica
Educação em Ciências
Formação Docente
Ensino de Biologia
Antirracismo
Critical Ethnic-Racial Education
Science Education
Teacher Training
Biology Teaching
Anti-racism
Educación Crítica Étnico-Racial
Educación Científica
Formación del Profesorado
Enseñanza de la Biología
Antirracismo
topic Educação Étnico-Racial Crítica
Educação em Ciências
Formação Docente
Ensino de Biologia
Antirracismo
Critical Ethnic-Racial Education
Science Education
Teacher Training
Biology Teaching
Anti-racism
Educación Crítica Étnico-Racial
Educación Científica
Formación del Profesorado
Enseñanza de la Biología
Antirracismo
description The screen research established as an objective to identify which discussions have been mobilized in the curricular component Education of Ethnic-Racial Relations (ERER) during the initial training process of Science and Biology teachers at the Federal Rural University of Pernambuco (UFRPE). The methodological walk is characterized as a qualitative approach guided by a case study developed at UFRPE as a pioneering federal public university in northeastern Brazil whose ERER was institutionalized as a mandatory component in degree courses. Data were collected through documental analysis of Teaching Plans of Teachers-Trainers, semi-structured interviews with them, as well as application of questionnaires with undergraduate students in Biological Sciences; and submitted to content analysis through its triangulation. As main results, we identified that the discussions mobilized in that course transit through contents that we organize in the following structuring axes of the studies around the ERER: Formation of Brazilian identities; Ethnic plurality of the Northeast and Pernambuco; Black and Indigenous Social Movements and Education; Education of Ethnic-Racial Relations in contemporary times and, finally, the ERER Concepts axis. Therefore, we consider that the discussions proposed in the moments of study during this stage of teacher training provide the basis for a Critical Ethnic-Racial Education for Science teaching that will be effective in teaching practice in the context of Basic Education, something that breaks with the practices mistaken pedagogical practices that go against the proposition of an anti-racist Science Education.
publishDate 2023
dc.date.none.fl_str_mv 2023-01-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/5356
10.1590/SciELOPreprints.5356
url https://preprints.scielo.org/index.php/scielo/preprint/view/5356
identifier_str_mv 10.1590/SciELOPreprints.5356
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/5356/10354
dc.rights.driver.fl_str_mv Copyright (c) 2023 Joaklebio Alves da Silva, Monica Lopes Folena Araújo
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Joaklebio Alves da Silva, Monica Lopes Folena Araújo
https://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 SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
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instacron_str SCI
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repository.mail.fl_str_mv scielo.submission@scielo.org
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