Pertencimento étnico-racial de professores de Ciências e Biologia: implicações no combate ao racismo na escola
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | |
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/1/19260 |
Resumo: | In the past, Science contributed to the creation of negative stereotypes in relation to the African people and their descendants, through so-called scientific theories, such as: Scientific Racism, Social Darwinism and Eugenia in the 19th century. Therefore, it is necessary that these issues are discussed in contemporary times, both in universities and in basic education. This need arises because, even with the various disqualifications that these theories suffered, they are still part of the social imaginary, negatively impacting our students in the construction of their identity and (re) knowledge of the history of their people. Despite its importance, this theme is not yet present in science classes, as shown by studies by Verrangia and Silva (2010); Souza (2014); Souza (2015) and Pinheiro (2016), among others. In this sense, this research is based on the following questions: how did Science and Biology teachers build their ethnic-racial belonging throughout their life trajectories? How can this influence the way they act in schools in the face of issues of racism? In order to guide the issues raised and integrate the results of this research into the theoretical discussion, we aim to understand how the ethnic-racial belonging of Science and Biology teachers can influence the fight against racism and work with ethnic-racial diversity in schools in which they operate. The methodology used in this work is narrative research, also known as a method or biographical approach. It is a qualitative research modality. Thus, we interviewed two teachers, who were selected from the group of graduates from UERJ / FFP. The analysis of the interview data revealed that the process of construction of ethnic-racial belonging occurs daily in the experiences lived in different social spaces, or also, it may not even have been built, as in the case of Professor Ayan, who only identified herself as brown. Likewise, this theme does not appear significantly in your work as a teacher. She does not seem to consider the importance of working to value diversity and to promote discussions about the practices of racism that exist at school. Professor Nkosi, on the other hand, assumes himself as a black teacher and seems to see the importance of working on such issues with his students and fighting racism in the school where he works, discussions about racial issues, most of the time, occur in parallel to the content , through dialogues that he seeks to establish at the beginning of his classes. Thus, this research indicates that the ethnic-racial belonging of teachers, in the case of Sciences and Biology, influences the work with students' ethnic-racial diversity and in combating racism in schools. In addition, the teaching identity and reflective practice - capable of identifying the objectives and the role of Science Education in students' lives - also have implications for working with ethnic-racial issues. |
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Ayres, Ana Cléa Braga Moreirahttp://lattes.cnpq.br/4875049534972364Selles, Sandra Lucia Escovedohttp://lattes.cnpq.br/3684922991380169Azevedo, Maicon Jeferson da Costahttp://lattes.cnpq.br/5641649357902153http://lattes.cnpq.br/8287480504255916Souza, Bárbara Cristina Morelli Costa debarbarauerj@hotmail.com2023-03-29T19:45:19Z2019-05-16SOUZA, B. C. M. C. de. Pertencimento étnico-racial de professores de Ciências e Biologia: implicações no combate ao racismo na escola. 2019. 110 f. Dissertação (Mestrado em Ensino de Ciências, Ambiente e Sociedade) – Faculdade de Formação de Professores, Universidade do Estado do Rio de Janeiro, São Gonçalo, 2019.http://www.bdtd.uerj.br/handle/1/19260In the past, Science contributed to the creation of negative stereotypes in relation to the African people and their descendants, through so-called scientific theories, such as: Scientific Racism, Social Darwinism and Eugenia in the 19th century. Therefore, it is necessary that these issues are discussed in contemporary times, both in universities and in basic education. This need arises because, even with the various disqualifications that these theories suffered, they are still part of the social imaginary, negatively impacting our students in the construction of their identity and (re) knowledge of the history of their people. Despite its importance, this theme is not yet present in science classes, as shown by studies by Verrangia and Silva (2010); Souza (2014); Souza (2015) and Pinheiro (2016), among others. In this sense, this research is based on the following questions: how did Science and Biology teachers build their ethnic-racial belonging throughout their life trajectories? How can this influence the way they act in schools in the face of issues of racism? In order to guide the issues raised and integrate the results of this research into the theoretical discussion, we aim to understand how the ethnic-racial belonging of Science and Biology teachers can influence the fight against racism and work with ethnic-racial diversity in schools in which they operate. The methodology used in this work is narrative research, also known as a method or biographical approach. It is a qualitative research modality. Thus, we interviewed two teachers, who were selected from the group of graduates from UERJ / FFP. The analysis of the interview data revealed that the process of construction of ethnic-racial belonging occurs daily in the experiences lived in different social spaces, or also, it may not even have been built, as in the case of Professor Ayan, who only identified herself as brown. Likewise, this theme does not appear significantly in your work as a teacher. She does not seem to consider the importance of working to value diversity and to promote discussions about the practices of racism that exist at school. Professor Nkosi, on the other hand, assumes himself as a black teacher and seems to see the importance of working on such issues with his students and fighting racism in the school where he works, discussions about racial issues, most of the time, occur in parallel to the content , through dialogues that he seeks to establish at the beginning of his classes. Thus, this research indicates that the ethnic-racial belonging of teachers, in the case of Sciences and Biology, influences the work with students' ethnic-racial diversity and in combating racism in schools. In addition, the teaching identity and reflective practice - capable of identifying the objectives and the role of Science Education in students' lives - also have implications for working with ethnic-racial issues.No passado a Ciência contribuiu para a criação de estereótipos negativos em relação ao povo africano e seus descendentes, através de teorias ditas científicas, como: o Racismo Científico, o Darwinismo Social e a Eugenia no século XIX. Sendo assim, faz-se necessário que na contemporaneidade essas questões sejam discutidas, tanto nas universidades, quanto na educação básica. Esta necessidade se dá porque, mesmo com as diversas desqualificações que estas teorias sofreram, estas ainda fazem parte do imaginário social, impactando negativamente os nossos alunos na construção de sua identidade e (re)conhecimento da história do seu povo. Apesar de sua importância, essa temática ainda não se faz presente nas aulas de Ciências, tal como apontam os estudos de Verrangia e Silva (2010); Souza (2014); Souza (2015) e Pinheiro (2016), dentre outros. Neste sentido, esta pesquisa se baseia nos seguintes questionamentos: como os professores de Ciências e Biologia construíram o seu pertencimento étnico-racial ao longo de suas trajetórias de vida? Como isto pode influenciar na forma como eles atuam nas escolas frente às questões do racismo? A fim de orientar as questões levantadas e integrar os resultados desta pesquisa à discussão teórica, temos como objetivo compreender como o pertencimento étnico-racial de professores de Ciências e Biologia pode influenciar no combate ao racismo e no trabalho com a diversidade étnico-racial nas escolas em que atuam. A metodologia utilizada neste trabalho é a pesquisa narrativa, também conhecida como método ou abordagem biográfica. Trata-se de uma modalidade qualitativa de pesquisa. Assim, entrevistamos dois professores, que foram selecionados a partir do grupo de egressos da UERJ/FFP. A análise dos dados da entrevista revelou que o processo de construção do pertencimento étnico-racial se dá cotidianamente nas experiências vividas nos diferentes espaços sociais, ou também, pode nem ter sido construído, como no caso da professora Ayan, que apenas identificava-se como parda. Da mesma forma, esta temática não aparece de forma significativa em seu trabalho como professora. Ela parece não considerar a importância de trabalhar a valorização da diversidade e de promover discussões sobre as práticas de racismo existentes na escola. Já o professor Nkosi, assume-se como um professor negro e parece enxergar a importância de trabalhar tais questões com seus alunos e de combater o racismo na escola em que trabalha, as discussões sobre questões raciais, na maioria das vezes, ocorrem paralelamente ao conteúdo, através de diálogos que procura estabelecer no início de suas aulas. Assim, esta pesquisa indica que o pertencimento étnico-racial dos professores, no caso, de Ciências e Biologia, influencia no trabalho com a diversidade étnico-racial dos alunos e no combate ao racismo nas escolas. Além disto, a identidade docente e a prática reflexiva – capaz de identificar os objetivos e o papel do Ensino de Ciências na vida dos alunos – também trazem implicações no trabalho com as questões étnico-raciais.Submitted by Antônio Luiz CEH/D (zergelprimo@yahoo.com.br) on 2023-03-29T19:45:19Z No. of bitstreams: 1 Dissertação - Bárbara Cristina Morelli Costa de Souza - 2019 - Completa.pdf: 883979 bytes, checksum: efd3b605416c668048b0e7c070aa03b4 (MD5)Made available in DSpace on 2023-03-29T19:45:19Z (GMT). No. of bitstreams: 1 Dissertação - Bárbara Cristina Morelli Costa de Souza - 2019 - Completa.pdf: 883979 bytes, checksum: efd3b605416c668048b0e7c070aa03b4 (MD5) Previous issue date: 2019-05-16Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em Ensino de Ciências, Ambiente e SociedadeUERJBrasilCentro de Educação e Humanidades::Faculdade de Formação de ProfessoresEthnic-racial belongingIdentityBreedRacismScience teachingScience and Biology teachersPertencimento étnico-racialIdentidadeRaçaRacismoEnsino de CiênciasProfessores de Ciências e BiologiaCIENCIAS BIOLOGICAS::BIOLOGIA GERALPertencimento étnico-racial de professores de Ciências e Biologia: implicações no combate ao racismo na escolaEthnic-racial belonging of Science and Biology teachers: implications in the fight against racism at schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALDissertação - Bárbara Cristina Morelli Costa de Souza - 2019 - Completa.pdfDissertação - Bárbara Cristina Morelli Costa de Souza - 2019 - Completa.pdfapplication/pdf883979http://www.bdtd.uerj.br/bitstream/1/19260/2/Disserta%C3%A7%C3%A3o+-+B%C3%A1rbara+Cristina+Morelli+Costa+de+Souza+-+2019+-+Completa.pdfefd3b605416c668048b0e7c070aa03b4MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82123http://www.bdtd.uerj.br/bitstream/1/19260/1/license.txte5502652da718045d7fcd832b79fca29MD511/192602024-02-27 15:32:35.123oai:www.bdtd.uerj.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-27T18:32:35Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Pertencimento étnico-racial de professores de Ciências e Biologia: implicações no combate ao racismo na escola |
dc.title.alternative.eng.fl_str_mv |
Ethnic-racial belonging of Science and Biology teachers: implications in the fight against racism at school |
title |
Pertencimento étnico-racial de professores de Ciências e Biologia: implicações no combate ao racismo na escola |
spellingShingle |
Pertencimento étnico-racial de professores de Ciências e Biologia: implicações no combate ao racismo na escola Souza, Bárbara Cristina Morelli Costa de Ethnic-racial belonging Identity Breed Racism Science teaching Science and Biology teachers Pertencimento étnico-racial Identidade Raça Racismo Ensino de Ciências Professores de Ciências e Biologia CIENCIAS BIOLOGICAS::BIOLOGIA GERAL |
title_short |
Pertencimento étnico-racial de professores de Ciências e Biologia: implicações no combate ao racismo na escola |
title_full |
Pertencimento étnico-racial de professores de Ciências e Biologia: implicações no combate ao racismo na escola |
title_fullStr |
Pertencimento étnico-racial de professores de Ciências e Biologia: implicações no combate ao racismo na escola |
title_full_unstemmed |
Pertencimento étnico-racial de professores de Ciências e Biologia: implicações no combate ao racismo na escola |
title_sort |
Pertencimento étnico-racial de professores de Ciências e Biologia: implicações no combate ao racismo na escola |
author |
Souza, Bárbara Cristina Morelli Costa de |
author_facet |
Souza, Bárbara Cristina Morelli Costa de barbarauerj@hotmail.com |
author_role |
author |
author2 |
barbarauerj@hotmail.com |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ayres, Ana Cléa Braga Moreira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4875049534972364 |
dc.contributor.referee1.fl_str_mv |
Selles, Sandra Lucia Escovedo |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3684922991380169 |
dc.contributor.referee2.fl_str_mv |
Azevedo, Maicon Jeferson da Costa |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5641649357902153 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8287480504255916 |
dc.contributor.author.fl_str_mv |
Souza, Bárbara Cristina Morelli Costa de barbarauerj@hotmail.com |
contributor_str_mv |
Ayres, Ana Cléa Braga Moreira Selles, Sandra Lucia Escovedo Azevedo, Maicon Jeferson da Costa |
dc.subject.eng.fl_str_mv |
Ethnic-racial belonging Identity Breed Racism Science teaching Science and Biology teachers |
topic |
Ethnic-racial belonging Identity Breed Racism Science teaching Science and Biology teachers Pertencimento étnico-racial Identidade Raça Racismo Ensino de Ciências Professores de Ciências e Biologia CIENCIAS BIOLOGICAS::BIOLOGIA GERAL |
dc.subject.por.fl_str_mv |
Pertencimento étnico-racial Identidade Raça Racismo Ensino de Ciências Professores de Ciências e Biologia |
dc.subject.cnpq.fl_str_mv |
CIENCIAS BIOLOGICAS::BIOLOGIA GERAL |
description |
In the past, Science contributed to the creation of negative stereotypes in relation to the African people and their descendants, through so-called scientific theories, such as: Scientific Racism, Social Darwinism and Eugenia in the 19th century. Therefore, it is necessary that these issues are discussed in contemporary times, both in universities and in basic education. This need arises because, even with the various disqualifications that these theories suffered, they are still part of the social imaginary, negatively impacting our students in the construction of their identity and (re) knowledge of the history of their people. Despite its importance, this theme is not yet present in science classes, as shown by studies by Verrangia and Silva (2010); Souza (2014); Souza (2015) and Pinheiro (2016), among others. In this sense, this research is based on the following questions: how did Science and Biology teachers build their ethnic-racial belonging throughout their life trajectories? How can this influence the way they act in schools in the face of issues of racism? In order to guide the issues raised and integrate the results of this research into the theoretical discussion, we aim to understand how the ethnic-racial belonging of Science and Biology teachers can influence the fight against racism and work with ethnic-racial diversity in schools in which they operate. The methodology used in this work is narrative research, also known as a method or biographical approach. It is a qualitative research modality. Thus, we interviewed two teachers, who were selected from the group of graduates from UERJ / FFP. The analysis of the interview data revealed that the process of construction of ethnic-racial belonging occurs daily in the experiences lived in different social spaces, or also, it may not even have been built, as in the case of Professor Ayan, who only identified herself as brown. Likewise, this theme does not appear significantly in your work as a teacher. She does not seem to consider the importance of working to value diversity and to promote discussions about the practices of racism that exist at school. Professor Nkosi, on the other hand, assumes himself as a black teacher and seems to see the importance of working on such issues with his students and fighting racism in the school where he works, discussions about racial issues, most of the time, occur in parallel to the content , through dialogues that he seeks to establish at the beginning of his classes. Thus, this research indicates that the ethnic-racial belonging of teachers, in the case of Sciences and Biology, influences the work with students' ethnic-racial diversity and in combating racism in schools. In addition, the teaching identity and reflective practice - capable of identifying the objectives and the role of Science Education in students' lives - also have implications for working with ethnic-racial issues. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-05-16 |
dc.date.accessioned.fl_str_mv |
2023-03-29T19:45:19Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SOUZA, B. C. M. C. de. Pertencimento étnico-racial de professores de Ciências e Biologia: implicações no combate ao racismo na escola. 2019. 110 f. Dissertação (Mestrado em Ensino de Ciências, Ambiente e Sociedade) – Faculdade de Formação de Professores, Universidade do Estado do Rio de Janeiro, São Gonçalo, 2019. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/19260 |
identifier_str_mv |
SOUZA, B. C. M. C. de. Pertencimento étnico-racial de professores de Ciências e Biologia: implicações no combate ao racismo na escola. 2019. 110 f. Dissertação (Mestrado em Ensino de Ciências, Ambiente e Sociedade) – Faculdade de Formação de Professores, Universidade do Estado do Rio de Janeiro, São Gonçalo, 2019. |
url |
http://www.bdtd.uerj.br/handle/1/19260 |
dc.language.iso.fl_str_mv |
por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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dc.publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
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Programa de Pós-Graduação em Ensino de Ciências, Ambiente e Sociedade |
dc.publisher.initials.fl_str_mv |
UERJ |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação e Humanidades::Faculdade de Formação de Professores |
publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
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repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ) |
repository.mail.fl_str_mv |
bdtd.suporte@uerj.br |
_version_ |
1792352375158079488 |