Os 20 anos da Lei 10.639/2003: uma análise acerca da (in)existência de práticas de valorização da história e cultura afro-brasileira no ensino de física

• Ano de defesa: 2024
• Autor(a) principal: Silva, Gustavo Medeiros da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação Matemática e Ensino de Física; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Lei 10,639/03; Lei 11,645/08; Relações étnico-raciais; Professores de física; Law 10,639/03; Law 11,645/08; Ethnic-racial relations; Physics teachers; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/32112

This master's thesis aims to carry out a literature review of published articles, dissertations and theses in the area of Physics teaching in order to understand how the area of Physics Teaching and Physics teachers have approached Laws 10.639/03 and 11.645/08 in its various levels of activity. It begins with a brief historical summary about the origins of Law 10,639/03, covering the struggles of black movements until the promulgation of the law, its impacts and the observation of decolonial concepts necessary to understand the importance of this work. Specific objectives were outlined to direct the research. First, a Systematic Literature Review was carried out in the best-rated South American journals, covering Physics teaching and the aforementioned laws, to identify the current state of academic research. Furthermore, a Systematic Literature Review was carried out in Theses and Dissertations in three academic Postgraduate Programs in Physics Teaching, aiming to understand how these laws are being discussed and applied in academia. Finally, we investigated, through a questionnaire carried out with Physics teachers, about teaching practices and the opinions of Physics teachers in relation to the mandatory and integration of Afro-Brazilian history and culture, of indigenous peoples and Africans in their pedagogical practices in the Physics discipline. The data obtained revealed a complex panorama. Despite some specific initiatives, it is considered that advances in the recognition and inclusion of Afro-Brazilian history and culture, indigenous peoples and African peoples in Physics teaching are timid and concentrated among a few researchers. Regarding those interviewed, most teachers were aware of the legislation, however, without strong general practices. Therefore, it appears that there is still a long decolonial way to go before the inclusion of these topics becomes a consistent and significant practice in Physics teaching. The results point to the need for additional resources, teacher training, decolonial reflections and practical guidelines, so that we can actually have activities and discussions about laws 10.639/03 and 11.645/08 in search of human, multicultural and decolonial Physics teaching .