Narrativas autobiográficas de acadêmicas de biologia em relação às questões étnico-raciais e a uma pedagogia engajada no ensino de ciências e biologia

Abstract

This research sought to investigate the autobiographical narratives of biology students in relation to ethnic-racial issues and a pedagogy engaged in teaching science and biology in the supervised internship process. We are assured by a legal repertoire, that is, Laws 10.639/03 and 11.645/08, which give us the opportunity to study the history of African and Afro-Brazilian people with students throughout the school curriculum, including in science teaching. It is the duty of the state to guarantee the debate and the responsibility of teachers to fulfill it, ensuring a social commitment to education. This research considered the supervised internship of biology students as a space to expand this debate. Thus, I think about the research question: how are the autobiographical narratives of biology students who propose a dialogue of anti racist education in biology classes constructed? Specifically, I propose to investigate how racial issues permeate the personal lives and professional training of the students; interpret how academics relate ethnic-racial issues to natural sciences and to the teaching of science and biology; analyze how academics transform their personal and educational experiences into actions in the classroom in the teaching of science and biology. The research subjects, Maria das Dores and Madalena, are academics in the Supervised Internship I discipline of the Biological Sciences course - Bachelor's Degree. Based on dialogues held by the researcher during the teaching internship regarding ethnic-racial issues in science teaching, two academics became part of the present study. What motivated them was witnessing cases of racism at school during the internship, so they proposed planning discussion groups to discuss ethnic-racial issues. To investigate the participants' narratives, a remote meeting was proposed, mobilizing questions collected from the discussion groups at school. For the analysis, I used the autobiographical narratives and dialogued with the theoretical framework based on themes such as engaged pedagogy, self-actualization, self-recovery, whiteness, racism, and anti-racist education. The autobiographical narratives of the academics in relation to ethnic-racial issues show the search to build anti-racist practices based on the recognition of situations of racism in schools, the role of an anti-racist teacher, the lack of contextualization of ethnic-racial issues in training, as well as the need for continued studies. Through the narratives, I realize that the academics recognize issues that permeate their lives and profession, social, political and racial, and are transformed into the movement of engaged pedagogy.