A formação docente em Química: uma perspectiva sobre o impacto da educação para as relações étnico-raciais no curso de licenciatura

Abstract

This study analyzed the impact of the curricular component "Introduction to Science and Technology of African Matrices" in the curriculum of the Undergraduate Degree in Chemistry, focusing on its contribution to teacher training in the context of Education for Ethnic-Racial Relations (ERER). The research investigated how the inclusion of this discipline favors a more critical, inclusive and anti-racist training for future Chemistry teachers. Data analysis revealed that the introduction of African and Afro-Brazilian knowledge expanded the undergraduate students' understanding of the role of African cultures in science, challenging the Eurocentrism predominant in traditional curricula. By exploring technical and historical aspects of African matrices, students reflected on epistemological and pedagogical issues, leading them to rethink their teaching practices with greater sensitivity to racial, structural and cultural issues in Chemistry teaching. The results indicated that the discipline contributed to a more plural and equitable approach to Chemistry teaching. Furthermore, the need to investigate the institutional, academic, and pedagogical barriers that still hinder the implementation of anti-racist curricula in undergraduate courses was highlighted. In the future, it is suggested to investigate how other institutions have implemented Law No. 10.639/2003 in their undergraduate courses and to evaluate the impact of these changes on the pedagogical practices of trained teachers. By integrating these issues into the Chemistry curriculum, it is possible to promote a more just, plural, and socially responsible education, contributing to the deconstruction of epistemological racism and to the appreciation of the contributions of African and Afro-diasporic peoples in the scientific field.