A relação étnico racial no ensino de biologia e ciências: desenvolvendo sequência didáticas

Abstract

In Brazil, even today, the black community feels the impacts brought by Portuguese colonizing activities. We need to break with the racist stigma left in society on the Brazilian black population due to the enslavement process developed by the colonizers, especially based on the racial theories of the 19th century, which were and are still present in society. After much struggle by social movements, especially the Black Movement, for social inclusion and overcoming racism, some rights and changes in panoramas were achieved. Among these achievements is the implementation of Law 10.639, instituted in 2003 to include Afro-Brazilian History and Culture in the school curricula of the teaching network. Thus, perceiving science as a promising area of study in the deconstruction of racism, this study sought to understand how anti-racist educational practices can be built within the area of science in elementary and high school. The research in question uses a qualitative methodology, having as a first step a bibliographical research, where the works and materials to be used in the didactic sequence were selected. Two Didactic Teaching Sequences were built based on the three pedagogical moments, one focused on science teaching and the other on biology teaching. Through the theoretical contribution, it was possible to indicate alternatives to produce a pedagogical practice that values Brazilian racial diversity through the teaching of Biological Evolution and the Scientific and Technological Legacy of African peoples for the world. for overcoming racism, as well as assuming the commitment of valuing Afro-descendant culture, as provided for in educational legislation. Therefore, it confirms the need to include these themes in