A boniteza da implementação da Lei 10.639/03 no ensino de química esperançando criticamente superar os estigmas étnico-raciais do ambiente escolar
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2022-06-07
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Universidade Federal de Goiás
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The Brazilian educational system, which has trained many generations, has been based on traditional, conservative, alienating models that standardize minds and behavior. These models are characteristics inherited from colonization, which for a long time used the dictates of the Eurocentric monoculture, which validates a single and exclusive "scientific knowledge", excluding from the social dynamics, the knowledge of other people from the educational scenario. Unfortunately, these elements have closed our eyes to the asymmetries and social problems present in the classroom. However, the requirements of Law 10.639/03 brought to education our awakening to ethnic-racial relations, while it taught us to build our "being more". Thinking about the statements of bell hooks on anti-racist education, Paulo Freire on liberating education and the pedagogical interventions developed in the CIATA Collective, we built this thesis seeking to answer: "is it possible to teach Chemistry through an elective subject that has elements of the African Diaspora as a context? We developed the elective discipline "Chemistry in the kitchen: food and the African diaspora" in the school unit CEPAE/UFG, being offered in 2019. We know that there are several instructional materials with anti-racist perspectives for science teaching, but we needed one that embraced the triangulation of chemical knowledge and the three Freirian pillars: culturality, politicality and dialogicity. Thus, we developed our instructional material that was offered, in printed form, to 30 high school students in the 2nd and 3rd grade. All classes were recorded and later transcribed, which we reflected upon in the light of Conversation Analysis. From the actions taken, we bring the reflections of two pedagogical interventions, being that of subtheme 03, African diaspora and carbohydrates as a source of energy (with 118 conversational turns) and that of subtheme 09, the African traditional knowledge in the popular pharmacopoeia of the serried as a context in the identification and conceptualization of substances (with 138 conversational turns). We limited the analysis to these two, because we understand that they already bring enough reflections capable of answering the proposed question. In this research, we present the reasons for the implementation of law 10.639/03 in primary and secondary education; the Freirean perspectives for an anti-racist education; and, the chapter that interweaves the teaching of chemistry, food and African and Afro-Brazilian culture. In the unveiling of the plot, we explain the development (planning and elaboration) of the instructional material for each theme, as well as the reflections, supported by the Freirian pillars (which we call circularity) and by theoretical references of the science/teaching of chemistry and anti-racist education. The data aims to show that a collaborative and contextualized teaching with the students' reality can be a possible path to the construction of an anti-racist and liberating education.
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MOREIRA, M. B. A boniteza da implementação da Lei 10.639/03 no ensino de química esperançando criticamente superar os estigmas étnico-raciais do ambiente escolar. 2022. 217 f. Tese (Doutorado em Química) - Universidade Federal de Goiás, Goiânia, 2022.