Pertencimento étnico-racial de professores de Ciências e Biologia: implicações no combate ao racismo na escola

Abstract

In the past, Science contributed to the creation of negative stereotypes in relation to the African people and their descendants, through so-called scientific theories, such as: Scientific Racism, Social Darwinism and Eugenia in the 19th century. Therefore, it is necessary that these issues are discussed in contemporary times, both in universities and in basic education. This need arises because, even with the various disqualifications that these theories suffered, they are still part of the social imaginary, negatively impacting our students in the construction of their identity and (re) knowledge of the history of their people. Despite its importance, this theme is not yet present in science classes, as shown by studies by Verrangia and Silva (2010); Souza (2014); Souza (2015) and Pinheiro (2016), among others. In this sense, this research is based on the following questions: how did Science and Biology teachers build their ethnic-racial belonging throughout their life trajectories? How can this influence the way they act in schools in the face of issues of racism? In order to guide the issues raised and integrate the results of this research into the theoretical discussion, we aim to understand how the ethnic-racial belonging of Science and Biology teachers can influence the fight against racism and work with ethnic-racial diversity in schools in which they operate. The methodology used in this work is narrative research, also known as a method or biographical approach. It is a qualitative research modality. Thus, we interviewed two teachers, who were selected from the group of graduates from UERJ / FFP. The analysis of the interview data revealed that the process of construction of ethnic-racial belonging occurs daily in the experiences lived in different social spaces, or also, it may not even have been built, as in the case of Professor Ayan, who only identified herself as brown. Likewise, this theme does not appear significantly in your work as a teacher. She does not seem to consider the importance of working to value diversity and to promote discussions about the practices of racism that exist at school. Professor Nkosi, on the other hand, assumes himself as a black teacher and seems to see the importance of working on such issues with his students and fighting racism in the school where he works, discussions about racial issues, most of the time, occur in parallel to the content , through dialogues that he seeks to establish at the beginning of his classes. Thus, this research indicates that the ethnic-racial belonging of teachers, in the case of Sciences and Biology, influences the work with students' ethnic-racial diversity and in combating racism in schools. In addition, the teaching identity and reflective practice - capable of identifying the objectives and the role of Science Education in students' lives - also have implications for working with ethnic-racial issues.