Os desafios no processo de implementação da Lei n° 10.639/2003 no Ensino de Ciências em uma escola municipal em Castelo-ES
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Data
2025-08-26
Autores
Rezende, Marcia Eduarda Rosa Rodrigues
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Universidade Federal do Espírito Santo
Resumo
Science built from a Eurocentric perspective has historically silenced and devalued the knowledge of African and Afro-Brazilian peoples. Law No. 10,639/2003, which establishes the mandatory teaching of Afro-Brazilian and African history and culture, emerges as a possibility to integrate the Education of Ethnic-Racial Relations (Erer) and the Teaching of Sciences. However, its implementation still faces challenges, especially with regard to teacher training, curriculum development and pedagogical practices. Therefore, this study aimed to investigate how the materialization of Erer in the Teaching of Science in a municipal school of Early Childhood Education and Elementary Education in the municipality of Castelo-ES. The theoretical framework of the research is based on authors such as Machado (2014), Machado and Loras (2017) and Costa Junior (2021), who highlight African contributions to science and technology. In addition, we discuss the implications of the historical constitution of the concept of race in Brazil, based on authors such as Schwarcz (1993), Guimarães (2003), Munanga (2003, 2016) and Seyferth (2016), analyzing the role of Biological Sciences in sustaining racist discourses. Finally, proposals for the decolonization of the curriculum and the valorization of Erer in Science Teaching are addressed, with theoretical support in Gomes (2018), Pinheiro (2019), Silva (2022) and Verrangia (2010, 2013, 2016). The methodology adopted was qualitative, with a participant research approach (Brandão, 2006), enabling the construction of the research in collaboration with the participants involved. The data production instruments included documentary consultation of educational norms, participant observation of science classes, field diary and semi-structured interviews with two science teachers and management. Data analysis was carried out based on content analysis, according to Franco (2005). The results reveal that the curriculum and the syllabus of Science Teaching present in their theoretical assumptions mentions about ERER, but we did not find in the curricular contents specific mentions of this area of knowledge, maintaining a Eurocentric perspective centered on scientists and European knowledge. The Political-Pedagogical Project (PPP) does not present guidelines on Erer or actions to combat racism. We also found a lack of knowledge on the part of professionals about Law No. 10,639/2003, which limits the insertion of the theme in pedagogical practices. Although there are initiatives aimed at ERER, they do not involve the entire school community and often reinforce stereotypes, the approaches in Science only occur at specific times and are not rooted in the daily life of classes. Pedagogical practices in collaboration with the teachers were presented as a possibility to promote dialogue between Science Teaching and ERER. Thus, the research highlights the urgency of integrating Erer as a central axis in Science Teaching and the need for continuing education of educators to break with racist and silencing practices in the school space, as well as to constitute anti-racist practices that promote the recognition and appreciation of African and Afro-Brazilian history and culture.
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Ensino de Ciências , Educação das relações étnico-raciais , Práticas antirracistas , Science teaching , Education for ethnic-racial relations , Anti-racist practices