Mulheres negras nas exatas: debates em espaço de educação não formal
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2022-06
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Resumo
Brazilian society is based on a racist structure derived from
350 years of slavery, responsible for perpetuating violence
against social groups diverging from heteronormativity.
We defend that education is our greatest ally for the
reconstruction of this social body. With elements of
participatory research, this work aims at the development
of an intercultural experience centered on the production
of black women scientists and their identity universes
to understand their contributions for the process of nonformal education in a black feminist non-governmental
organization - NGO. Our results demonstrate that when
thinking about the confrontation of racism, sexism and
LGBTIphobia one cannot think of fragmented actions. In
this sense, Sciences/Chemistry can dialogue with multiple
corporealities, to contribute to the transgression of the
silencing of ethnic-racial relations and dissident sexualities
in the NGO and in school environments. Our results show
that, when facing multiple gender identities and sexual
orientations, it is possible to associate the nature of the
science taught with welcoming practices and urgent themes
in chemistry classes. In this sense, training teachers also
involves committed political training to overcoming the
barriers and limitations that some social groups go through
to be accepted and valued. Our results also show that NGOs
can assist in the initial and continuing training of chemistry
teachers, being an alternative for the operationalization
and resistance of the black and LGBTI population.
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Formação de professores/as, Relações étnico-raciais, Gênero e sexualidade, Teacher education, Ethnic-racial relations, Gender and sexuality
Citação
FAUSTINO, Gustavo Augusto Assis et al. Mulheres negras nas exatas: debates em espaço de educação não formal. Educación Química, Coyoacán, v. 33, n. 2, p. 219-234, abr./jun. 2022. DOI: 10.22201/fq.18708404e.2022.2.79564. Disponível em: http://www.revistas.unam.mx/index.php/req/article/view/79564. Acesso em: 22 maio 2023.