A formação de professores/as da área de Ciências da natureza e a educação antirracista: um estudo das produções em periódicos brasileiros de associações científicas de Educação em Ciências (2015-2025)

Abstract

This research, entitled The Education of Natural Sciences Teachers and Antiracist Education: a Study of Publications in Brazilian Journals of Scientific Associations in Science Education (2015–2025), aimed to investigate the contributions to the education of Natural Sciences teachers from the perspective of Antiracist Education, based on the mapping of articles published over the last ten years in journals affiliated with Brazilian Scientific Associations, namely: Revista Brasileira de Pesquisa em Educação em Ciências (RBPEC), published by the Brazilian Association for Research in Science Education (ABRAPEC); Revista de Ensino de Biologia (REnBio), published by the Brazilian Association for Biology Teaching (SBEnBio); Revista Brasileira de Ensino de Física (RBEF), published by the Brazilian Physical Society (SBF); and Revista da Sociedade Brasileira de Ensino de Química (ReSBEnQ). This is a qualitative, bibliographic study, in which content analysis, as proposed by Bardin, was employed as the methodological approach. This method enabled the categorization and inference of meanings embedded in scientific productions in the field, with emphasis on the relationship between scientific knowledge and the silencing of Black epistemologies in the History of Science, decoloniality, and antiracist pedagogical practices. The mapping revealed that Law No. 10.639/2003, which mandates the teaching of Afro-Brazilian and African History and Culture and was enacted over twenty years ago, represents a significant advancement by fostering discussions and pathways for the development of antiracist pedagogical practices within Natural Sciences disciplines, which have historically tended to define themselves as neutral and uncritical, with an overvaluation of Eurocentric scientific knowledge. The results indicate emerging efforts to address racial issues, particularly in Science, Biology, and Chemistry education, with more limited references in Physics education. They also highlight the need to incorporate this theme across all curricular components in undergraduate teacher education programs, graduate studies, and extension activities, as well as the inclusion of Black epistemologies and figures, in order to decolonize both initial and continuing teacher education curricula and, consequently, Basic Education. The empirical corpus derived from these journals supported the development of an educational product in the form of a guidance booklet entitled “Antiracist Education – A Recommendation Guide for Natural Sciences Teachers in Basic Education”. This material is designed to support the planning of teachers of Biology, Science, Physics, and Chemistry, promoting Antiracist Education in Basic Education through the incorporation of alternative epistemological frameworks that enable dialogue with Science Education.