A lei 10.639/03 e a formação inicial de professores/as de química: um estudo com discentes do ICENP-UFU

• Autor(a) principal: Silva, Gabriela Fernanda Adevides da
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/32232
• topic: Lei 10639/03; Law 10639/03; Formação de professores de química; Chemistry teacher training; Educação para as relações étnico-raciais; Education for ethnic-racial relations; CNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICA

The Brazilian black movement has been fighting in favor of education, defending not only the access of black people to school, but also the decolonization of school curricula. In this sense, Law 10639/03, which makes the teaching of African and Afro-Brazilian History and Culture mandatory throughout the school curriculum, is a milestone in the struggle for recognition of the intellectuality and scientificity of the thinking of black people and effectively contributes to the construction of identities of black students already in basic education. For Law 10639/03 to be effective in classrooms, it is important that teachers receive subsidies to work with this theme in conjunction with the contents they teach. Thus, this work adds to the efforts in the area of training Chemistry teachers for the education of ethnic-racial relations, aiming to analyze the conceptions of future Chemistry teachers at ICENP/UFU regarding what it is established by the Law in question. Based on theoretical frameworks that discuss education for racial ethnic relations in chemistry teaching and teacher training, this work is characterized as a qualitative study that analyzes the design of eight descendants graduating from the Chemistry Degree course at ICENP/UFU in 2019. The conceptions were collected through semi-structured interviews that were transcribed and analyzed through content analysis. The categorization of the speeches took place a priori according to the enunciation of the questions that constituted the semi-structured script of the interviews. The conceptions of the undergraduates point to the need to think about the urgent reformulation of the initial teacher training curricula and to associate this with the already consolidated efforts of continuing education. It is also possible to see that despite feeling little prepared to work with these issues in the classroom, the participants understand the importance of Law 10639/03 and understand that it is necessary to include this theme in chemistry classes. It is expected that this work joins the efforts of the literature in the area in order to systematize elements about initial teacher education, contributing to announce and denounce the gaps in teacher education in order to alert to the need to propose new teaching practices.