Pedagogias críticas e a interseccionalidade na formação docente em ciências/química

Abstract

In Brazil, the struggle of women for their rights, such as voting, freedom, autonomy, participation in the labor market, public life, and education, has been arduous and constant. Black women occupy a unique position in society, marked by multiple forms of oppression: gender, race, and class. Motivated by the desire to combat the disparity affecting women around the world, Black human rights activists have made significant advances in recent decades, ensuring greater attention to the issue of women's and gender rights abuses. With elements of participatory research, using Content Analysis (CA), our goal in this work was to investigate and describe the teacher training process in science, focusing on the development of a lesson conceived by course participants as part of the course evaluation around intersectionality and anti-racist education. Our results show that using Information and Communication Technologies (ICTs) with science teachers can be a way to diversify pedagogical strategies in educational practices. Additionally, the results highlighted the overlapping discriminations that shape Black women’s experiences, making it necessary to recognize the diversity and multiple dimensions of female identities. Finally, the analogies between intersectionality and their fields of study, resulting in words that express the complexity of the concept, encouraged students to reflect on the multiple dimensions present in the debate on this theme.