La educación de las relaciones étnico-raciales en la enseñanza de las Ciencias Biológicas: una pedagogía decolonial de la blanquitud
This work carried out within the scope of the research group Critical Studies of Whiteness reflects on a didactic process developed in a Licentiate course in Biological Sciences, in dialogue with the applicability of Law 10.639/2003 and with the Curriculum Guidelines for Education of Ethnic-Racial R...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal do Maranhão (UFMA) |
| Repositorio: | Revista Educação e Emancipação |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.periodicoseletronicos.ufma.br:article/21017 |
| Acceso en línea: | https://periodicoseletronicos.ufma.br/index.php/reducacaoemancipacao/article/view/21017 |
| Access Level: | acceso abierto |
| Palabra clave: | educação antirracista ensino de ciências decolonialidade educación antirracista enseñanza de las ciências decolonialidad anti-racist education science teaching decoloniality |
| Sumario: | This work carried out within the scope of the research group Critical Studies of Whiteness reflects on a didactic process developed in a Licentiate course in Biological Sciences, in dialogue with the applicability of Law 10.639/2003 and with the Curriculum Guidelines for Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian History and Culture, with a view to teaching anti-racist Biological Sciences. The qualitative approach methodology contemplated a dialogic practice, with the following steps: 1) individual theoretical study of texts; 2) collective discussion subsidized by theoretical studies, and 3) critical reflection. The academics of one of the Semesters/2022 participated in this work, during 16 classes of the Science Teaching Methodology curricular component, distributed in four night periods. The theoretical study favored the production of the academic-political research group on decoloniality, for its potential in critical reflection on the education of ethnic-racial relations. The potential of the didactic process carried out was perceived, in the reflection, criticism, construction of reciprocal dialogues, qualified and committed to the education of democratic ethnic-racial relations and to the construction of a decolonial pedagogy of whiteness that problematizes the idea of race fixed on the belief that “being white” determines a universal aesthetic, moral, intellectual and cultural model of humanity, it devises strategies to combat racism in the teaching of Biological Sciences content and contributes to the training of anti-racist teachers. |
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