Denegrindo o ensino de ciências/química: um percurso para a formação docente

Abstract

The objective of this article was to present reflections provided by action researchin which an optional discipline was included in a degree course in a Higher Education Institution (HEI), which had as its central objective training qualified chemistry teachers for education for ethnic-racial relations (ERER) and the teaching of African and Afro-Brazilian history and culture. The research clipping was a pedagogical intervention that dealt with the discussion of raciolo9gical science, or scientific racism that composed a cycle of investigation-action. Data collected by film recordingwas analyzed according to the Bakhtinian analysis framework. In the results emerged reflections on chemistry teacher training in the sense of revealingthe possibility of servingtheeducation for ethnic-racial relations, ethically and politically committed to the fight against racism articulated by the pedagogy of pluriversality. We conclude thatit is required for the teacher trainer, with planning and creativity, to build processes of identification of the teacher in training with the relationships between racism, chemistry teaching and society through dialogic processes and encouraging the training of teachers who are researchers of their own practice in the sense of seeking the necessary update to meet racism and its epistemologies.