"Fizeram até uma parada": A educação das relações étnico-raciais no ensino de Química

• Ano de defesa: 2023
• Autor(a) principal: Basílio, Thamiris Anacleto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino, Educação Básica e Formação de Professores; Centro de Ciências Exatas, Naturais e da Saúde; UFES; Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores
• Palavras-chave em Português: Educação das Relações Étnico-Raciais; Ensino de Química; Lei n.º 10.639/03; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/12273

This study aimed to analyze the teaching of Chemistry based on Law No. 10,639/03 in a state high school in the municipality of Cachoeiro de Itapemirim-ES. To this end, it was based on the contributions of Da Costa Júnior (2021), Nascimento (2008), Machado and Loras (2017) and Cunha (2007) to discuss the contributions of black people in different areas of knowledge. Without the intention of disagreeing about the concepts of racism, race and whitening ideology, it was based on the reflections of Munanga (2004), Bento (2002) and Guimarães (2003). Furthermore, through the conception of Fonseca (2008), Silva and Pinheiro (2019), Alvino and Benite (2017), Silva Júnior (2002) and Cavalleiro (1998), the teaching of Chemistry was invented from the perspective of Relationship Education Ethnic-Racial (ERER). This study is characterized as qualitative research, of the case study type. As data collection instruments, we used observation, field diary, document consultation and semistructured interview. The subjects of the research, in turn, were the Chemistry teacher, the school director and pedagogue and eight high school students. To examine the data, Content Analysis was chosen (FRANCO, 2005). In this sense, the curriculum of the Secretariat of the State of Espírito Santo (Sedu) did not present guidance on practices linked to the ERER theme in the context of Chemistry, nor does the school's PPP contain Law No. 10,639/03. This absence contributes to the non-materialization of the law in the planning and actions carried out by teachers. Despite this lack of normative and curricular documents, the school promoted practices external to ERER, not limiting this discussion to Black Consciousness Day. However, situations of racism experienced by students point to the need for this topic to be discussed at school and in the teaching of Chemistry, in order to break with the Eurocentric curriculum, presenting the contributions of the African matrix, through the valorization of the teaching of history and Afro-Brazilian and African culture in science. Furthermore, the Chemistry teacher's lack of knowledge about Law No. 10,639/03 was identified, due to the lack of access to the subject in her initial, continued training. It is evident that this has repercussions on the development of classes, marked by the silence on the topic of ERER in Chemistry teaching and the omission in the articulations of activities related to racism. In this way, the study highlights the relevance of discussing Law No. 10,639/03 in teacher training so that, in future practices as teachers, they carry out activities that oppose racism, not relegating this task only to educators in the area of Human Sciences. From the moment it is understood that this discussion is mandatory for all teachers, regardless of the area of knowledge, the teaching of Chemistry is rethought, so that, through their specific knowledge, they can also promote anti-racist education.