Educação das relações étnico-raciais na formação de professores/as de ciências biológicas: do currículo ao discurso

Abstract

In science education, discussions surrounding Ethnic-Racial Relations Education (ERRE) converge on a crucial point for its effectiveness: the training of teachers. Various studies in the field of biological sciences have highlighted the lack of this theme in the initial and ongoing training of teachers and reflected on the impacts of this lack of training on teaching practice. Based on the assumptions of Critical Theory and the foundations of ERRE, this research aims to understand the role of subjects addressing themes related to ERRE in the training of students in the Biological Sciences degree program at the Federal University of Sergipe for the promotion of anti-racist teaching. The interest in investigating this context arose from the fact that the course in question underwent a curricular restructuring, in which ERRE began to be addressed. To achieve this, this work is organized into three stages: a critical analysis of themes related to ERRE in the subjects and their respective syllabi and bibliographies, through Content Analysis; the development and validation of a semi-structured interview guide about ERRE in science education; and the analysis of the intertextual productions of the graduates of the course, based on Critical Discourse Analysis; and the evaluation of the potentialities and limits of the course for the training of anti-racist biological sciences. The results of the analysis of the bibliographies indicated progress in the course regarding the potential of the discussions addressed for the training of Biology teachers to work with ERRE. Regarding the interview script, the validation process contributed to the development of an instrument consistent with the research objectives. The analysis of the intertextual productions highlighted the role of ERRE approaches in promoting an understanding of ERRE’s legal and theoretical foundations, as well as the role of science education in combating racism, valuing ethnic-racial diversity, and emphasizing the importance of teacher education. With respect to the potentialities of the course, it was possible to identify the role of the subjects in developing a critical and anti-racist perspective on racial issues. As for the limitations, the results indicated the need to expand the approaches in curricular components and to deepen the appropriation of relevant theoretical frameworks. Thus, this study advances the understanding of how Biology teacher education for ERRE has taken place, as well as the role of ERRE approaches in developing an anti-racist perspective in science education. This research also helps to address gaps identified in the literature regarding the lack of ERRE in teacher education and the challenges of educational practice in this context, while pointing to possible paths for working with ERRE. Politically, this research serves as a tool to combat racism in biology education, recognizing the historical role of science in fostering racial injustices and unequal ethnic-racial relations. In terms of research directions, this study may serve as a foundation for developing strategies to expand ERRE approaches in curricula.