Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
SILVA, Joaklebio Alves da
 |
| Orientador(a): |
ARAÚJO, Monica Lopes Folena |
| Banca de defesa: |
PINHEIRO, Bárbara Carine Soares,
SILVA, José Antonio Novaes da,
ARANTES, Adlene Silva,
SIMÕES NETO, José Euzebio |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8663
|
Resumo: |
The present research analyzed the contributions and limitations of the insertion of the study of Ethnic-Racial Relations in the initial formation of Biology teachers as the foundation of a Critical Ethnic-Racial Education (EERC) for the teaching of Science, having the EERC as a new theoretical framework built in this doctoral study. The thesis that was outlined in the path of decolonization of teacher training is the defense that the teaching of Science has the necessary subsidies to promote a Critical Ethnic-Racial Education and the effectiveness of this educational process is based on the initial training of teachers of Science and Biology from the approach of studies that configure ethnic-racial issues in Brazil, and the role of education and science teaching in combating structured racism in the school and social context. The journey towards the pursuit of the objective was configured as a qualitative approach, guided by a Case Study in the Degree in Biological Sciences at UFRPE. Data were collected from documents (National Curriculum Guidelines for Teacher Training and Teaching Plans), interviews with Teachers-Trainers and a questionnaire with Students of the course, and were submitted to the technique of Content Analysis. As a result, we identified that the ERER is addressed in the Curriculum Guidelines (Resolution No. 2/2015) through ethnic-racial diversity, pointing out the need for respect, appreciation, consideration and recognition of this diversity in the training of teaching professionals, different from of the new Guidelines and the BNC-Initial Training (Resolution No. 2/2019) that do not bring concrete evidence of an approach that reverberates in an educational process aimed at ERER. With regard to the Teaching Plans of the Teachers-Trainers, the ERER is proposed through menus and contents conducive to a decolonial and emancipatory approach to ethnic-racial relations in a critical perspective. The discussions mobilized in the curricular component are related to concepts in the field of Ethnic-Racial Relations Education that allowed students to identify and understand existing relationships between ERER and Science and Biology teaching for Basic Education. Thus, the main contributions of ERER in the initial training of Biology teachers transit in the implementation of Law 10,639/2003, in the process of decolonization of teacher training in Biology for the understanding of diversity in the classroom, supporting and sensitizing teacher training facing ethnic-racial relations in the search for a reinvention of Brazilian history, and in the understanding and recognition of Biological Sciences in the legitimation of racism. The results show that the inclusion of the study of ethnicracial relations in the initial training of Biology teachers supports a Critical Ethnic-Racial Education for Science teaching, as defended in this study from a new theoretical proposition for the field of Education of Ethnic-Racial Relations, however, has some limitations, such as the offer of ERER as an elective curricular component in the degree in Biology during the period of the research, and the workload offered by ERER for a complex, theoretical and methodological approach to the contents studied. |
