Educação e práticas pedagógicas antirracistas para o ensino de ciências: epistemologias negro femininas para uma ciência encruzilhada

Abstract

The marginalization of African and Afro-Brazilian knowledge in educational systems has been a persistent reality, contributing to the perpetuation of racism. This dissertation seeks to address this gap by exploring Black female epistemologies and their potential to enrich science education. The study focuses on the experiences and belonging of the author. The primary objective of this study is to analyze how Black female epistemologies can inform and enrich science teaching, particularly from an anti-racist and anti-sexist perspective. By recognizing and valuing African and Afro-Brazilian knowledge, it is hoped to promote a more equitable society, overcoming the barriers imposed by racism. The research is based on a qualitative theoretical and methodological approach, using Afrocentric theory and the Odus methodology as theoretical foundations. The data production involves oral tradition, bibliography, personal experience, and Afrocentric textual analysis. These methodologies allow for an in-depth understanding of Black female epistemologies and their application in science teaching. The research results, highlighted by the concept of "escrevivência," bring affective memories and an Afro-Brazilian cultural base as resistance and cosmogonic preservation of Black women. Black female epistemologies are grounded in ancestral and epistemic values, offering a unique pedagogy that can inform inclusive and representative pedagogical practices. This dissertation concludes that Black female epistemologies have the potential to significantly enrich science education, offering a critical and contextualized perspective. By recognizing and valuing this knowledge, we can move towards a more inclusive and representative education, contributing to the construction of a more just society. The practical implications of this study include recommendations for the incorporation of Black female epistemologies into the school curriculum and teacher training. Additionally, it highlights the importance of recognizing and valuing the knowledge of Afro-descendant and African communities as a way to promote truly transformative education.