Por una Pedagogía Antirracista en la enseñanza de las Ciencias: : discusiones sobre la Educación de las Relaciones Étnico-Raciales en el proceso de formación de profesores de Biología

• Autor(a) principal: Silva, Joaklebio Alves da
• Data de Publicação: 2023
• Outros Autores: Araújo, Monica Lopes Folena
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação e Emancipação
• Texto Completo: http://periodicoseletronicos.ufma.br/index.php/reducacaoemancipacao/article/view/21157
• topic: initial training of Biology teachers; Science education; antiracism; formación inicial del professorado de Bíologia; enseñanza de las ciencias; anti racismo; formação inicial de professores/as de Biologia; educação em ciências; antirracismo

Teachers who work with Science Education, more specifically with the teaching of Biology, have difficulties in establishing relationships between the teaching of Biological Sciences and the Education of Ethnic-Racial Relations (ERER) in their classes, which has been a result marked absence of an Anti-racist Pedagogy in initial training. Currently, Higher Education Institutions have offered curricular components aimed at ERER in undergraduate courses in the various areas of knowledge. Thus, we seek to verify to what extent students of the Degree in Biological Sciences who attended the ERER as a curricular component have identified and understood the possible relationships between teaching Science and Biology for Basic Education, and the discussions that configure educating for ethnic-ethnic relations. proposed during their initial formation. For this, we used a qualitative research approach through a Case Study carried out at a federal university in northeastern Brazil, which is a pioneer in institutionalizing the ERER as a mandatory component in the curricula of undergraduate courses, whose data were collected through a questionnaire and submitted to content analysis. The results reveal that the students identify and understand the relationships between ERER and the teaching of Science and Biology to the extent that the initial training course offers the study of concepts in this field, allowing them to understand the ethnic-racial relationships in the field. Brazil, and to identify elements of Biology that enable the planning of anti-racist teaching practices, promoting an epistemological articulation between the teaching of Biology and the teaching of Ethnic-Racial Relations.