O Racismo científico e estrutural como questão sociocientífica na formação de professores de biologia.

Abstract

The emergence of racism is based, in part, on the distorted use of scientific knowledge that has been perpetuated over time. The perpetuation of these scientific theories has contributed to the consolidation of a structure that discriminates against and excludes Black people from a variety of political and social spaces. Although the scientific community has opposed these theories, the influence of scientific racism has had an impact on educational training processes. It is therefore necessary to investigate how these discussions are being addressed in the training of science/biology teachers. From this, we highlight our guiding questions for this research: 1) What relationships can be identified between the assumptions of science, technology, and society (STS) education and socioscientific questions (SSCs), and QER? 2) How can the approach to controversial cases contribute to discussions of QER in initial teacher training? The present investigation aimed to analyze the training situations arising from the implementation of a workshop designed to promote ethnic-racial discussions in the initial training of biology teachers. This is a qualitative study that was developed along the lines of a case study. It is structured based on theoretical discussions on the topic, as well as on the planning, implementation, survey, systematization, and analysis of data related to the training workshop on QER in biology teaching. Thirty undergraduate biology students from UFNT (Universidade Federal do Norte do Tocantins) - Araguaína participated in the study. The discussions and proposals suggested by the students revealed that they had limitations in their conceptual and practical understanding of QER and its relationship to science/biology teaching. The shallow discussions of QER throughout the course's formative subjects were shown to be a factor that has created barriers in the professional training of future teachers. Based on the production of case studies, it was possible to demonstrate that the workshop contributed to improving students' understanding of the relationship between QER and scientific content, using SSCs to achieve the assumptions of STS education. Finally, the research shows that it is still necessary to promote didactic-pedagogical spaces/situations that highlight the relationships between ethnic-racial themes and scientific content in the initial training of biology teachers. These discussions should contribute not only to the training of undergraduate students for teaching, but also to the possibilities of preparing and carrying out proposals in basic education in a critical and anti-racist way.