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

This article aims to characterize the imagery representation of black bodies in four collections of textbooks on Natural Sciences and its Technologies, approved in the PNLD-EM/2021. The criteria for approving the collections are closely related to Law 10.639/03, which represents a commitment to the education of ethnic-racial relations and the fight against racism. The research methodology had a quantitative-qualitative character to analyze the collections according to the total number and type of images in analytical categories. The results indicate the negligible presence of blackbody images, representing 12% of the total images. The impacts that this black underrepresentation will cause on the student population must be credited to the omission of these collections, as they do not show commitment to the fight against racism.

In a mediatized school garden we produce posts to work on etnnic-racial relations and the history of the plants of African origin in Brazilian food culture. We hope to contribute to the implementation of law 10639/03 and to the promotion of the social transformation raised in the school experience. Thus, the execution of posts with the theme “black consciousness “aims at the learning of producer students about this theme and the awareness of followers for the need to think about the importance of the African contribution in the construction of brazilian food culture. As a result, in addition to learning from the students who produced the posts in this field of knowledge, the profile gained new followers.

Scientific knowledge sometimes acts in a way that overhealms traditional knowledge. The work lineation starts understanding the conception of nature of the masters of popular knowledge of African matrices present in the subject "Meeting of knowledge and educational practices", lectured at a university in Minas Gerais, proposing reflections on what it concerns with a critical environmental educators training. To reach that, participant observation was adopted during the course, followed by documental research with the data collected. The cosmovision and the intimacy with nature contrast with the paradigms present in the hegemonic society and highlights the indispensability of the exercise of the confluence of knowledge, essential for the environmental educators training.

This paper presents results of a collaborative research on the development of proposals in education for ethnic-racial relations focusing on the history of scientific racism. Taking educational design-based research as a methodological approach, five educational curriculum materials were produced based on historical episodes: objectification of Sarah Baartman's body by 19th century naturalists; racialisation of sickle cell disease; biomedical use of Henrietta Lacks' cells; Manuel Querino's stand against scientific racism at the Bahia Medical School; use of genomic research data in debates about racial quotas for admission to Brazilian universities. We validate design principles that oriented the elaboration of the mentioned educative curriculum materials

The teaching of Natural Sciences has intersections with sociocultural issues, such as ethnic-racial relations. We analyzed the representations of these relationships in the Science contents of a textbook aimed at the early years of Elementary School and indicated by the National Textbook Program (PNLD). After the documental analysis of the work “Encontros: Ciências I”, the results were organized in groups. The first discussion focused on the contents that represented ethnic-racial relations of an aesthetic nature, which appear in greater numbers, but with little space for further study. The second perspective had the historical-cultural focus, which appears in smaller numbers, but shows possibilities of mobilizing a more plural and socially referenced approach, notably through the dialogue with folklore and art.

This article reports a lived experience from the proposition of an activity of the discipline Practices of Teaching Biology II, whose objective was to develop among future Biology teachers studies and reflections that arouse interest and awareness of the importance of an interdisciplinary, practical, critical and reflective about sociocultural themes inherent to the practice of teachers who teach Biology, among them ethnic-racial diversity. The methodological option for approaching the theme was the elaboration of teaching projects. Among the 09 projects elaborated, the ethnic-racial theme was an option for 06 groups. The result of the production points to the relevance of the proposal given the contribution to the training process, as well as to teaching practices in Biology.

The present work, with a qualitative approach, presents an analysis of a question from the questionnaire of the validation process of the digital game “Histórias Cruzadas”, applied, in the form of a pilot/prototype remotely, in a discipline of Teaching Methodology of Biology of a public university in São Paulo. The Educational Product aimed to promote reflection on the reality of black Brazilian women, their daily difficulties, the erasure suffered centuries after the colonization process, as well as their struggles and social organizations in anti-racist agendas. We identified, from the evaluation of the undergraduates, that the game has the potential to achieve its goals, proving to be interesting not only in approaching these themes with students from the basic education school, but also for teacher training.

Science was able to produce racist discourses that, until today, have severe consequences for different ethnicities, so it is important that science education educates in order to promote positive ethnic-racial relations. From this perspective, an illustrated manual for teachers was created, in order to introduce the discussion about the ethnic-racial issue, extolling its importance and bringing suggestions on how to approach it in the classroom. The material was built on the Canva platform, based on a theoretical study. It is understood that the debate of ethnic-racial relations in science education is important and urgent, thus, the material was developed with attractive language, becoming an enhancer of the fight against racism through science education

The main objective of this article is to analyze the discourses materialized in Biological Sciences textbooks on the issue of sustainable development, and to discuss how this content expresses aspects of whiteness as a value of the colonial matrix of power. Seven biology textbooks were selected for analysis, made available to public school students through the PNLD (National Textbook Program). The methodology adopted was documental research, ensured by the method of analysis of the evidential paradigm Ginzburg (1989). The results pointed to the fact that hegemonic discourses that ensure the colonial matrix of power in the hands of whiteness are reproduced when the themes of sustainability and sustainable development are treated in the documents.

We have seen, for a few years, analyzing and producing proposals in order to address how science education – in its broadest role – could be part of a an education for fair ethnic-racial relationships, committed to the eradication of racism in our society. Reviewing the literature in the area, we identified that, in the last 10 years, there has been a significant growth in this context, with many proposals emerging at the interface between Science and the fight against racism. However, these proposals seems lack of considering a deeper understanding of the concept of Education of Ethnic-Racial Relationships (ERER), which we consider a theoretical-methodological framework for a (re)construction of pedagogical thinking in pluriethnic and multicultural countries such as our. In that superficial conception, the role, for example, of science education for (re)education of ethnic-racial relationships is restricted to the discussion of some themes, such as scientific racism, eugenics and other modern ones. In this way, in order to contribute to broaden the reflection of the possibilities and challenges imposed on science education by the ERER, we present a conceptual framework, a model, developed from collaborations with professor Mwalimu Shujaa,  that has been used in graduation courses and continuing education of teachers over the last 15 years. The purpose of the model is to articulate a theoretical-methodological perspective of ERER, focused on the elaboration of pedagogical activities aimed to combat stereotypes, within contents related to Natural Sciences and Biology.