Educação das Relações Etnicorraciais e Educação em Ciências: interfaces em uma escola pública da cidade do Rio de Janeiro

• Autor(a) principal: Ferreira, Fabiana Benvenuto da Cunha
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/12096
• topic: Education in science; Ethnic racial relationships; Law 10.639/03; Curriculum; Teaching practices; Educação em ciências; Relações etnicorraciais; Lei Nº 10.639/03; Currículo; Práticas docentes; CNPQ::CIENCIAS BIOLOGICAS::BIOLOGIA GERAL

The "Annual Report on Racial Inequality in Brazil" provides important indicators of the inequality situation suffered by blacks people when compared to white regarding the educational sector. These data show the penalty suffered by blacks in the formal education system. Black movement always claimed public politics for combat these inequalities situation. The Law 10.639 / 03 which determines the inclusion of the Africa and african-Brazilian history and culture in the curriculum of the Brazilian educational institutions is one of the achievements of this movement. However, only few schools that are dedicated to the implementation of this law and lower experience reports as part of school science and biology disciplines. By evaluate that the teaching of natural sciences can be contribute of the positively to the ethnic racial relationship re-education process, in the present work investigated: (i) how ethnic racial questions through the practices of a science teacher who intends to work with this theme? (ii) what conditionings s influences and/or determine the practice of this teacher? This work was conducted from the Municipal School of Rio de Janeiro science teacher experience which, confessedly, carries out our work in this direction. Our theoretical basis was developed in dialogue with authors that address the african-Brazilian culture and the relation of this theme in their practice education, such as Gomes (2002), Munanga (2003) and Trindade (2013). We also have based on curriculum field studies, particularly those addressing the relationship between curriculum and culture, Forquin (1993), Apple (2006), Sacristan (2002). For this work we adopted the qualitative methodology, characterized as a case study, which aimed to understand the insertion process of the ethnic racial theme in the curricular activities produced by this science teacher. For this we seek to: (i) identify personal experiences that influences the construction of their teaching practice; (ii) gather and understand factors that influences their practices and promote the positive ethnic racial relationship; (iii) connect contents and work methods developed by teacher with the ethnic racial theme. From the data and literature analysis, we identified that the african-Brazilian civilizing values such as orality, ancestry, lucidity and circularity are strongly incorporated in teacher practice, some sciences contents are more directly articulated with the racial thematic, as the plants study, classification of living organisms and natural selection; and that the university education experiences and pre-university influences their work as well their work situation in Municipal education structure, the school's physical place and the management support are some of the factors that influence it. The visibility that the project acquire also ensures their continuity. The project studied, so far from being considered a "formula" brought us some elements to think the inclusion of the African culture and african-Brazilian elements in the teaching of science in order that taught knowledge make sense for students, as can also collaborate with the fight against of the racism still so present in our society.