Contribuições do letramento racial para elaboração de estratégias pedagógicas antirracistas no ensino de química

Abstract

This study is grounded in the researcher’s formative experiences, which positioned her within a context marked by the absence of discussions on ethnic-racial relations in Chemistry Education and prompted the search for knowledge capable of articulating racial literacy with Chemistry Education. Accordingly, the research presents partial results of an investigation that aims to analyze the contributions of Racial Literacy (RL) to the construction of theoretical and methodological foundations that enable future Chemistry teachers to develop pedagogical practices committed to Ethnic-Racial Education (ERE). Qualitative in nature and structured in a multipaper format, the study brings together three complementary investigations. The first chapter presents a Systematic Literature Review (SLR) conducted in databases such as SciELO, Google Scholar, and the Brazilian Digital Library of Theses and Dissertations (BDTD), with the purpose of mapping academic production, identifying strategies, and highlighting gaps in the articulation between Chemistry teaching and ERE, thus providing a critical overview of the field. The second chapter analyzes the Pedagogical Course Project (PCP) of the Chemistry Teacher Education Program at the Federal University of Grande Dourados (UFGD), in dialogue with preservice teachers’ narratives, using Discursive Textual Analysis (DTA) to understand convergences and divergences between the prescribed curriculum and the enacted curriculum, emphasizing tensions related to the implementation of Laws No. 10,639/2003 and No. 11,645/2008. The third chapter presents a formative cycle on Racial Literacy developed with Chemistry preservice teachers, which sought to create strategies for the development of didactic sequences grounded in ERE and to analyze how such actions resonate in their conceptions, practices, and teaching experiences in basic education.The results highlight curricular silences, the persistence of structural racism in education, and the need to rethink the initial education of Science teachers in ways that incorporate Black, Indigenous, and Afro-Brazilian epistemologies. Thus, the research proposes theoretical and pedagogical pathways for the decolonization of the curriculum, advocating for a critical, intercultural, and antiracist science education that values the plurality of knowledge and promotes the recognition of other epistemologies.