Da ausência para a potência: investigando a comunicação crítica e popular como estratégia de ensino de ciências e relações étnico-raciais

Abstract

This paper set out to analyze and discuss how turn-taking occurred in a pedagogical intervention, seeking to reflect on the appropriation of scientific concepts and communicational means during the process of anti-racist training of young people from the periphery. As a premise of the Popular School of Critical Communication, we present a study on the planning, design, and development of a Pedagogical Intervention (PI) for the instruction of ethnic-racial relations and the exchange of chemical knowledge. With elements of a participatory research, the PI counted on the involvement of five black and low-income youngsters from the outskirts of Goiânia, Brazil, who were enrolled in the junior scientific initiation program called the Afroscientist project. The findings revealed that the approach has potential and helps the students recognize prejudice in the media, although they still struggle to dispel the myth of racial democracy. The study also indicated the feasibility of integrating promotion of racial literacy into science and chemistry instruction, by means of the potency paradigm.