Mulheres negras e o ensino de ciências: Tensões, movimentos e criações

Abstract

This research investigates the tensions, movements, and creations within Science Education and the Education of Ethnic-Racial Relations based on the history of Black women. This investigation emerges as a political-discursive strategy of resistance, (de)constructions, and (d)enunciations of the places reserved for my existence and that of many other Black women, especially within educational spaces. Given this context, the research question outlined was "what are the possibilities for dialogue between Black women and Science Education?", leading to the following general objective: to map possibilities for dialogue between Black women and Science Education. We employed the perspective of cartography in the course and methodological design of the research, constituting the lines of composition of the researcher's logbook with the mapped insurgencies: the (sur)vivences, memories, and marks that constitute the researcher; the tensions between Education for ethnic-racial relations and Science Education; the contributions of Black women to the development of Natural Sciences; and the didactic-pedagogical possibilities between the experiences of Black women and Science Education. The cartographic experience was materialized in the proposition of the Educational Product (EP) entitled "Education, Science, Race, and Gender: a practical catalog", which was discussed, made available, and validated with Science teachers from the state and municipal public schools of Ituiutaba/MG. The EP comprises a didactic/instructional material (PTT1), according to CAPES typology, aimed at Basic Education teachers. Based on the dialogues with Science teachers, we consider that the EP entitled "Education, Science, Race, and Gender: a practical catalog", by presenting different possibilities for use through music, technological resources, collages, poetry, platforms/pedagogical proposals, stories of Black women, suggestions for readings, and coordinated live sessions in pedagogical units, has the potential to promote other school educational practices that are so markedly influenced by a sexist and racist Science Education, assisting teachers in not neglecting the intersections between Science Education and Education for Ethnic-Racial Relations in curricula and pedagogical practices in schools.