Cultura africana e afro-brasileira e o ensino de química: estudos sobre desigualdades de raça e gênero e a produção científica
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2018
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Resumo
According to CNPq data, women participate in practically all major
areas of knowledge. However, they are majority in areas related to care and
minority in the technological and exact areas. Here we analyzed the design
and development of a Pedagogical Intervention (PI) entitled “Teaching Science
and Black Identity: Studies on Hair Chemistry”. In this study, we intended to think
about a science that isn’t for the universal subject, thus contributing to the
formation of chemistry teachers, capable of operationalizing Law 10,639
considering the African diaspora in the Americas, as an alternative to evidence
the contribution of black researchers in the construction of scientific
knowledge. Our results demonstrate that PI represented the conscious
contact with a non-hegemonic and Eurocentric science; fostered the dialogue
between differences, questioned discourses that reinforced discriminations
and stereotypes, intended pre-established contents and instituted processes
for the constitution of teachers capable of (re)creating practices that articulate
chemical knowledge and Africanities in chemistry teaching.
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Cultura africana e afro-brasileira, Mulheres negras nas ciências, Ensino de química, African and Afro-Brazilian culture, Black women in the sciences, Chemistry teaching
Citação
BENITE, Anna M. Canavarro et al. Cultura africana e afro-brasileira e o ensino de química: estudos sobre desigualdades de raça e gênero e a produção científica. Educação em Revista, Belo Horizonte, v. 34, p. 1-36, 2018. DOI: 10.1590/0102-4698193098. Disponível em: https://www.scielo.br/j/edur/a/dqNNc8zT3dv6hx6xLBwx4Zj/?lang=pt. Acesso em: 7jun. 2023.