Educação étnico-racial e a questão do negro: perspectivas nas formações de professoras(es) de Ciências Biológicas
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2023-06-27
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Universidade Estadual Paulista (Unesp)
Resumo
A educação deve ser compreendida como um ato político, dessa forma pensar sempre na práxis educativa é essencial ao processo de ruptura com a perspectiva neoliberal de ensino que vem se instaurando nos últimos anos em nosso país, e também é uma maneira de garantir que os saberes da classe trabalhadora possam ser valorizados. Nesta perspectiva que caminha pelo trajeto do materialismo histórico dialético buscase a identificação, análise e o entendimento de como se dá a Educação das relações Étnico-raciais, mais precisamente os referentes à questão negra, na Formação de Professoras(es) de Ciências Biológicas da UNESP. Realizamos uma reflexão sobre o currículo como instrumento ideológico de controle da classe dominante, sendo assim, necessária a discussão da temática no campo das ciências, área que apresenta uma falsa neutralidade e que necessita se posicionar socialmente quando da discussão de problemáticas como discriminação e racismo. Para esta investigação buscou-se a análise de documentos como os dispositivos legais nº 10.639/2003, a Lei nº 11.645/2008, a Resolução CNE/CP nº 1 de 2004 referentes ao Ensino da Cultura e História Africana e Afro-brasileira; às Diretrizes do Conselho Estadual de Educação e aos Planos de Desenvolvimento Institucional da UNESP, documentos relativos aos direcionamentos para os cursos de Graduação; os Projetos Político Pedagógicos dos Cursos de Licenciatura em Ciências Biológicas e Planos de Ensino de disciplinas didático-pedagógicas dos campi de Botucatu e Jaboticabal. Ambos campi apresentam grande relevância a discussão quanto aos seus Projetos Político Pedagógicos e Planos de Ensino. Entretanto, a burocratização e generalização da discussão presente nos documentos nos permite considerar que há uma grande omissão na discussão da temática étnico-racial nos cursos de Licenciatura em Ciências Biológicas da UNESP, o que contribui, como apresentado na literatura, para a dificuldade docente de trabalhar com a temática em sala de aula.
Education must be understood as a political act, in this way, always thinking about educational praxis is essential to the process of breaking with the neoliberal perspective of education that has been establishing itself in recent years in our country, and it is also a way of ensure that the knowledge of the working class can be valued. In this perspective that walks along the path of dialectical historical materialism, the aim is to identify, analyze and understand how the Education of Ethnic-racial relations takes place, more precisely those referring to the black issue, in the Training of Teachers of Biological Sciences from UNESP. We carried out a reflection on the curriculum as an ideological instrument of control of the ruling class, therefore, it is necessary to discuss the theme in the field of science, an area that presents a false neutrality and that needs to position itself socially when discussing problems such as discrimination and racism. For this investigation, we sought to analyze documents such as legal provisions nº 10.639/2003, Law nº 11.645/2008, Resolution CNE/CP nº 1 of 2004 referring to Teaching of African and Afro-Brazilian Culture and History; to the Guidelines of the State Council of Education and to the Institutional Development Plans of UNESP, documents related to the guidelines for undergraduate courses; the Pedagogical Political Projects of the Degree Courses in Biological Sciences and Teaching Plans of didactic-pedagogical disciplines on the campuses of Botucatu and Jaboticabal. Both campuses are highly relevant to the discussion regarding their Pedagogical Political Projects and Teaching Plans. However, the bureaucratization and generalization of the discussion present in the documents allows us to consider that there is a great omission in the discussion of the ethnic-racial theme in the Biological Sciences Degree courses at UNESP, which contributes, as presented in the literature, to the teaching difficulty of work with the subject in the classroom.
Education must be understood as a political act, in this way, always thinking about educational praxis is essential to the process of breaking with the neoliberal perspective of education that has been establishing itself in recent years in our country, and it is also a way of ensure that the knowledge of the working class can be valued. In this perspective that walks along the path of dialectical historical materialism, the aim is to identify, analyze and understand how the Education of Ethnic-racial relations takes place, more precisely those referring to the black issue, in the Training of Teachers of Biological Sciences from UNESP. We carried out a reflection on the curriculum as an ideological instrument of control of the ruling class, therefore, it is necessary to discuss the theme in the field of science, an area that presents a false neutrality and that needs to position itself socially when discussing problems such as discrimination and racism. For this investigation, we sought to analyze documents such as legal provisions nº 10.639/2003, Law nº 11.645/2008, Resolution CNE/CP nº 1 of 2004 referring to Teaching of African and Afro-Brazilian Culture and History; to the Guidelines of the State Council of Education and to the Institutional Development Plans of UNESP, documents related to the guidelines for undergraduate courses; the Pedagogical Political Projects of the Degree Courses in Biological Sciences and Teaching Plans of didactic-pedagogical disciplines on the campuses of Botucatu and Jaboticabal. Both campuses are highly relevant to the discussion regarding their Pedagogical Political Projects and Teaching Plans. However, the bureaucratization and generalization of the discussion present in the documents allows us to consider that there is a great omission in the discussion of the ethnic-racial theme in the Biological Sciences Degree courses at UNESP, which contributes, as presented in the literature, to the teaching difficulty of work with the subject in the classroom.
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Formação docente, Educação étnico-racial, Ciências Biológicas, Projeto político pedagógico, Currículo, Teacher training, Ethnic-racial education, Biological Sciences, Pedagogical political project, Curriculum