Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

  Here, we present a didactic proposal based on the use of didactic models to complement the teaching of plant anatomy. The methodology was tested and evaluated by students of the higher education at Federal University of Espírito Santo. Structured questionnaires were used to verify the perception of knowledge about plant anatomy with and without the use of didactic models. The high success rates in the classes that used the didactic models suggest that the models have aroused the curiosity, interest and active participation of the students. In contrast, the percentages of inadequate responses for classes that did not use the models demonstrate that traditional teaching activities are not as efficient in promoting long-term knowledge.

The present project aimed to investigate the implementation of Law 10.639/03 and an Education of Ethnic-Racial Relations (ERE) from the teaching of Biology in the context of the Integrated Technical High School of the Federal Institute of Education, Science and Technology of Minas Gerais (IFMG). For this, the Institutional Development Plan (PDI) of the IFMG was examined. The didactic-pedagogical practice and the relationship with the didactic materials experienced by the professors of the Biology areas were analyzed, and the presence of the theme inserted in the triad was evaluated, teaching, research and extension of the IFMG and the development of a digital platform for the dissemination of science by Afro-Brazilians in the area of ​​Biology. It is noticed that the Teaching of Ethnic-Racial Relations is a recent subject at the IFMG, being, from an institutional point of view, in the implementation phase of Law nº. 10,639/2003. The teachers' perception of their pedagogical practice, from the perspective of ethnic-racial relations, is predominantly described as a superficial approach to the theme. In this way, it is urgent to internalize and implement the legislation relevant to the subject, an update of teacher training in Biology, reflection on teaching materials and the creation of affirmative actions for teaching professionals and specific support for teaching, research and extension projects centered on in the education of ethnic-racial relations.

The racism of Brazilian society presents itself in several ways, one of which is through epistemicide that insists on silencing and making invisible the techno-scientific contribution of Afro-Brazilian peoples. This knowledge is still absent in the degrees of natural sciences that have curricula anchored in Eurocentric principles. With the intention of offering an anti-racist education, we propose a collaborative workshop with PIBID-Ciências students that contemplates “other knowledge”. In this work, we highlight the third meeting for highlighting the active production of ignorance and epistemicide as a strategy for teacher training. With the contribution of the Actor-Network Theory, we evidenced the affectation generated among the undergraduates and how much the denial of the intellectuality of black bodies can have devastating consequences for the democratization of education.

The mandatory teaching of the Indigenous History and Culture thematic in basic education is provided for by Law number 11.645/08. The analysis of the compliance with this law is the main objective of this work, for this, the methodology was developed through an exploratory qualitative-quantitative approach using an online survey as a research instrument. It seeks to identify the processes experienced in High School by students at the University of Brasília (UnB), as well as their opinions about the thematic teaching. The information collected was analyzed using the emergent categorization method. The study appreciation allows us to conclude the importance of an intercultural education free from prejudice, enabling the appreciation of indigenous cultures and compliance with the law in question.

The text presents reflections of undergraduate Biology students on Ethnic-Racial Relations (RER) and Biology Teaching. The objective was to discuss the status of the theme in the Reference Curriculum Document of Bahia (DCRB). First, texts were made available for theoretical foundations, and later, open questions were answered, characteristics of qualitative research. The results show low academic production in Natural Sciences. It was possible to conceptualize, relate and criticize the RER in the DCRB. Possibilities emerged to bring Biology knowledge closer to social issues, as well as complaints in order to validate what the regulations provide. It is expected that future teachers will be repertorized and sensitized to the promotion of Ethnic-Racial Relations and promote a Biology with an anti-racist identity.

This essay aims to discuss the possibility of promoting emancipatory health from the dialogue with the literature of black women in Biology Teaching. We believe that the invisibility of certain narratives in the school space is a factor of illness and an important guideline for thinking about pedagogical practices that can face the dangers of a single story. Therefore, seeking paths for epistemologies that can summon black experiences is urgent and capable of embodying the school. Through the theoretical reflections of bell hooks and Paulo Freire and their interlocutions with the literature of Conceição Evaristo, we hope that this school-body can favor the construction of pedagogical communities engaged with the promotion of health in the school environment.

The article aims to share results of the analysis of the theme biomes in nature science didactics. We seek to investigate possible reproductions of the coloniality of knowledge, through the teaching of biomes in formal education. We assume that the concept is very important in the discussion and search for solutions to the environmental crisis, and that there is a lack of consensus among ecologists on the distribution throughout South America. We analyze that in addition to heterogeneity in the identification of biomes in textbooks, there are foundations of neoliberal ideology and racism. Through this analysis, we announce the need for an education that is based together with the struggle for the land of indigenous and traditional populations for the formation of people capable of acting for socio-environmental issues.

The exhibition Science, Race and Literature has been itinerantly held in museums, schools and universities, focusing on the historical development of the concept of race and the social implications of scientific racism. This research sought to analyze the potential of the exhibition to promote objectives for the education of ethnic-racial relations based on the evaluation of specialists via a virtual platform and dialogic visits. There was a high level of agreement of the participants with the potential of the exhibition, in addition to reservations such as the need for an explicit approach to race-class-gender intersectionality and the dissemination of positive images and discourses of/about black peoples and indigenous. The gaps, contributions and paths pointed out are sources for planning emancipatory educational innovations for anti-racist ethnic-racial relations.

This study aims to understand which norms and standards about ethnic-racial issues are being produced by Science and Biology’s discursive community. This community is understood formed by teachers and researchers interested in the curricular production of these subjects. Methodologically, articles published in the Encontros Nacionais de Ensino de Biologia’s annals in the period 2016 and 2021 were analyzed, considering that events bring together members of this community. The results indicate to a intention for a departure from perspectives that "scientifically" justified racism. Law 10.639/2003 appears associated with scientific knowledge in the production of these subjects, both in teacher training and in elementary school, transforming their teaching purposes. “Desirable” teachers are those who seek to overcome curricular fragmentation, questioning scientific “truths”.

We present the analysis of the written productions of high school students when interacting with an argumentative context about the pollution of rivers. The information was analyzed in a category system composed of 8 dimensions. The results indicate that the dimensions data sources and relationship of variables present barriers that are due to the reading and interpretation of charts and graphs. Regarding the Incorporation of data dimension when elaborating an argument, the students appeal to the stories of the surrounding inhabitants as evidence in comparison to the use of data associated with numerical values. It is necessary to previously work on other skills such as the interpretation and use of data to achieve the construction of more robust arguments.