Formação docente em ciências biológicas e racialidade: entre o eles e nós na educação

Abstract

This study aims to conduct an analysis of ethno-racial relations in the training of teachers in the field of Biological Sciences, based on research and documents, with the goal of contributing to a more inclusive and conscious education regarding ethno-racial diversity. The research is characterized as a qualitative approach, in which a Systematic Literature Review (SLR) was conducted using the databases of the Catalog of Theses and Dissertations of CAPES and the Digital Library of Theses and Dissertations (BDTD) on curriculum and/or initial training in Biological Sciences and Ethno-racial Education (ERER), employing the Content Analysis method proposed by researcher Laurence Bardin (2011) for categorizing the studies. Additionally, a documentary analysis of the Pedagogical Projects of the Biological Sciences Teacher Education Programs and syllabi from five public universities in Rio Grande do Sul was carried out, applying Content Analysis as well. The results of the Systematic Review reveal that the difficulties and challenges faced in implementing Ethno-racial Education (ERER) are remarkably similar, regardless of the location of Higher Education Institutions (HEIs). Similarly, the results of the analysis of curricula and syllabi of HEIs in RS show that the courses, up to this point, have not given due importance to this crucial dimension of education. Although they comply with legal requirements, they often limit themselves to proposing elective rather than mandatory courses or courses with low hours that address various topics in a single discipline, such as ethno-racial, gender, sexual, and religious diversity. Therefore, it is essential to subsequently investigate how this theme materializes in the pedagogical practice of these Biological Sciences courses. Moreover, educational initiatives should be developed that incorporate new concepts such as afroperspectivism, developed in Brazil by philosopher and UFRRJ professor Renato Noguera, with the aim of overcoming the exclusionary conception of life and teaching originating from colonial thought.