Educação das relações raciais: práticas e desafios no ensino de ciências e biologia no município de Peixe-Boi, PA

Abstract

Racial relations in Brazil are configured within a context of inequalities that, since the period of slavery, have marked the way in which we consolidate ourselves as a nation. Racism, even after the abolition of slavery, has provoked countless injustices in the black people and, nowadays, it is still evident and manifests itself in different sectors of society, including the educational system. In order to fight prejudice and racial discrimination, popular movements, such as the Black Movement, for years have been demanding justice and social reparation in the face of these ills. Federal Law No. 10,639 of 2003, was one of the claims met by the federal government, making the Teaching of Afro-Brazilian and African History and Culture mandatory in public and private school institutions in Brazil, in order to promote and disseminate cultural and cultural plurality. of the Brazilian people, as well as to recognize the contributions of the black people in the cultural, economic, political construction, among others, of the country. The National Curriculum Guidelines, under this approach, have the objective of guiding the curricular planning of schools, so that the ethnic-racial agenda can be part of their pedagogical strategies, contributing to the formation of a more democratic society. In this way, the purpose of this work is to investigate how science and biology teachers from Peixe-Boi - PA, articulate the knowledge of their areas of knowledge with the ethnic-racial approach, with the purpose of identifying how the formation took place. teachers' initials in the context of Ethnic Racial Relations Education (ERER), describe their perspectives on ERER, analyze the main obstacles in the treatment of ethnic-racial issues in science and biology teaching and reflect on their perspectives regarding the challenges in promoting education based on an ethnic-racial approach. The results obtained indicate that teachers have difficulties in inserting the racial theme in their classes and that the racial agenda is manifested by the voluntarism of some teachers, without necessarily having the development of permanent educational methodologies and strategies.