Articulações entre letramento racial e científico no ensino de ciências: percepções de professores em formação continuada

Abstract

The general objective of this research consisted in promoting and analizing a continued training space intended to teachers from basic education aiming the articulation between scientific literacy (SL) and racial literacy (RL). Specifically, it was sought to: a) offer a continued training course for teachers from basic education; b) Identify the training needs of basic education teachers in relation to scientific literacy and critical racial literacy; c) Investigate teachers’ experiences with racism; d) Investigate the relationships that teachers establish between scientific literacy and critical racial literacy and the contributions of an extension course to the training of participating teachers. The course consisted of 13 classes, four of which were selected for analysis as they best met the research objectives. In the theoretical framework, the history of education for black people in Brazil is discussed, highlighting its oppressive nature, in addition to presenting current concepts about literacy, emphasizing the importance of anti-racist education. We used narrative research methodology, seeking to analyze classes, teachers' speeches and their activities, which included: interpretation and discussion about science teaching, focusing on a specific image of man's evolution; creating word clouds; autobiographical narratives about racism; and the elaboration of a final work involving a pedagogical practice that promoted the intersection between SL and RL. The analysis categories were inspired by the article by Ferreira (2014) for the analysis of the participants' autobiographies and based on the work of Galieta (2014) for the analysis of the final works in relation to the service to both literacies. The results reveal that, although the intersection between SL and RL is limited in current literature, the research demonstrated that it is possible to articulate these concepts in classroom practices. Finally, the importance of continued training in training teachers to face the challenges of anti-racist education in the context of science teaching is highlighted.