A Educação das Relações Étnico-Raciais no ensino de ciências: uma pesquisa-formação com estudantes de pedagogia
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| Auteur principal: | |
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| Date de publication: | 2022 |
| Format: | Master thesis |
| Langue: | por |
| Source: | Repositório Comum do Brasil - Deposita |
| Download full: | https://deposita.ibict.br/handle/deposita/353 |
Résumé: | This research discusses the ethnic-racial relations in science teaching, based on a research training conducted with Pedagogy students from the State University of Southwest Bahia - Vitória da Conquista campus. The research presents data that seeked to answer the following question: What indications about intercultural educational practices are present in a formative process involving teaching cases about Ethnic-Racial Relationships in Science Teaching for pedagogy students? The general objective of the study is to analyze evidence of intercultural educational practices in a formative process involving teaching cases about Ethnic-Racial Relationships in Science Teaching for Pedagogy students. The specific objectives are a) To identify how the dissertations and thesis defended in Brazil in programs in the areas of Teaching and Education in the period from 2009 to 2021 address the thematic of Ethnic-Racial Relations in Science Teaching. b) To identify possibilities for anti-racist science teaching in the context of Ethnic-Racial Relations in the process of teacher education. The formative process was organized in the form of a didactic sequence and was carried out over 6 weekly meetings, involving the participation of 37 students. The method used here is called research training in cyberculture from the perspective of Marie Christine Josso (2004; 2010) and Edméa Santos (2019). The production of data occurred through the use of teaching cases (MIZUKAMI, 2000) and class lecture from the conception of Passeggi (2009; 2011) and Macedo (2000). The data were organized based on the content analysis of Laurence Bardin (1977). The theoretical contribution used in this research is the studies developed by the Modernity/Colonialism group in articulation with Boaventura de Souza Santos' Epistemologies of the South. The results and analysis indicate that the thematic of ethnic-racial relations in science teaching is a field under consolidation in Brazil, with few types of research being developed in the area, especially in the country's Northeast region. Moreover, it was found that the teaching case is an important instrument in the process of educating science teachers because it promotes reflection and critical thinking about issues present in everyday school life. |
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