Aspectos do cotidiano, sistema escolar, ensino de ciências e física de Guiné-Bissau: relatos de um professor guineense
Arquivos
Data
2022-01-21
Autores
Ávila, Warley
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A população negra é a maioria no Brasil, por conta disto, seria razoável
imaginar que os costumes étnicos e culturais de origem africana fossem os mais
comuns no país, mas vemos na prática que a realidade é outra, pois a cultura
eurocêntrica é predominante nos países colonizados pelos europeus. Para contornar
isso, movimentos negros lutaram por seus direitos durante os anos com pequenas,
mas contínuas conquistas, sendo uma delas a lei 10639/2003 que se faz obrigatório
o ensino da história e cultura afro-brasileira nas escolas, para estimular o
conhecimento da cultura da maioria, fugindo do eurocentrismo e tornando uma
sociedade mais decolonial. Assim, ao fazer uma pesquisa nos principais eventos de
divulgação de ciências sobre os assuntos étnico-racial, África, Guiné-Bissau, raça,
racismo e decolonialidade, concluiu-se que existem poucos trabalhos sobre estes
temas. Nesse sentido, o presente trabalho objetiva conhecer um pouco mais da
cultura, da educação, do ensino de ciências e física do país de Guiné-Bissau, a partir
do relato via entrevista com um professor nascido em Guiné-Bissau, que está no Brasil
desde 2006, sobre como foi sua vida escolar, suas motivações e dificuldades, além
de explicar como é a estrutura de ensino e como é ensinado a física e as ciências
durante os anos iniciais de estudo.
The black population is greater than others in Brazil, because of this, would be fair enough imagine the ethnic and cultural customs of African origins were the most common in the country, but it is not what we see in the reality, as the Eurocentric culture is predominant in countries colonized by the Europeans. To get around this, black movements fought for their rights during the years with small but continuous achievements, one of them is the Brazilian law 10639/2003 which makes mandatory teaching of Afro-Brazilian history and culture in schools, in order to stimulate knowledge of these cultures, fleeing Eurocentrism and make a more decolonial society. Thus, when we do a survey in the main dissemination science events about the subjects: ethnic-racial, Africa, Guinea-Bissau, race, racism and decoloniality, it was concluded that there are few works on these themes. Therefore, the present work aims to know a little more about culture, education, science and physics teaching in the country of Guinea-Bissau, from a report via interview with a teacher born in GuineaBissau, who has been in Brazil since 2006, about his life, motivations and difficulties, as well as explaining the teaching structure and how physics and science are taught during the early years of study.
The black population is greater than others in Brazil, because of this, would be fair enough imagine the ethnic and cultural customs of African origins were the most common in the country, but it is not what we see in the reality, as the Eurocentric culture is predominant in countries colonized by the Europeans. To get around this, black movements fought for their rights during the years with small but continuous achievements, one of them is the Brazilian law 10639/2003 which makes mandatory teaching of Afro-Brazilian history and culture in schools, in order to stimulate knowledge of these cultures, fleeing Eurocentrism and make a more decolonial society. Thus, when we do a survey in the main dissemination science events about the subjects: ethnic-racial, Africa, Guinea-Bissau, race, racism and decoloniality, it was concluded that there are few works on these themes. Therefore, the present work aims to know a little more about culture, education, science and physics teaching in the country of Guinea-Bissau, from a report via interview with a teacher born in GuineaBissau, who has been in Brazil since 2006, about his life, motivations and difficulties, as well as explaining the teaching structure and how physics and science are taught during the early years of study.
Descrição
Palavras-chave
Ensino de física, Guiné-Bissau, Decolonialidade, Ensino de ciências, Lei 10639/2003, Physics teaching, Science teaching, Law 10639/2003, Decoloniality