Resumo O racismo que engendrou todo tipo de sofismas para difundir a tese de que a África e sua diáspora são constituídas de seres inferiores modulou um currículo que o produz e reproduz em sala de aula. Em contrapartida, as populações negras têm resistido. Na esteira desse movimento contra hegemônico, este artigo teve como objetivo conhecer e analisar o desenvolvimento e planejamento de uma intervenção pedagógica em um curso de formação de professores de Química, na disciplina Educação para as Relações Étnico-Raciais no Ensino de Ciências-Química, desenvolvida pelo Coletivo X. O trabalho, caracterizado como pesquisa-ação emancipatória, coligiu dados empíricos por registro fílmico, que foram analisados conforme elementos de uma análise bakhtiniana. Os resultados permitiram reconhecer a responsividade dos licenciandos nas discussões levantadas, a polifonia da natureza dos enunciados e concluir sobre uma habilidade afroperspectivista, que os docentes terão que desenvolver para denegrir o ensino de Química, denominada de polirracionalidade.
Abstract Racism, which spawned all manner of sophism in order to spread the thesis that Africa and its diaspora are made up of inferior beings, modulated a curriculum that produces and reproduces it in the classroom. Black populations, on the other hand, have resisted. In the aftermath of this counter-hegemonic movement, the purpose of this article was to comprehend and analyze the design and implementation of a pedagogical intervention in a Chemistry teacher training program in the course Education for Ethnic-Racial Relations in Science-Chemistry, developed by Coletivo X. The emancipatory action research project gathered empirical data through video recordings that were analyzed using elements of a Bakhtinian analysis. The findings allowed for the identification of the prospective teachers' responsiveness to the issues raised in the discussions, the polyphony of the nature of the utterances, and the drawing of conclusions about a skill called polyrationality, which teachers will need to master in order to blacken the teaching of chemistry.
EGYPTIAN BEER? EDUCATION FOR ETHNIC-RACIAL RELATIONS (ERER) IN TEACHER FORMATION IN CHEMISTRY. This work was carried out in a Higher Education Institution (IES), in the State of Goiás, in the Chemistry Degree course, aiming at the implementation of Law 10639/03. The context discussed herein is the chemical knowledge of African and diasporic matrices from Ancient Egypt in the development and production of beer. In order to subsidize teachers in initial formation with strategies in the classroom for an anti-racist education, taking into account the contribution of African people in the constitution of the country. It is an action research and its development happened through a Pedagogical Intervention (IP) with the theme: Ancient Egypt, Beer and Chemistry. The results were collected through audio recording and analyzed using the Conversation Analysis technique. Our results have shown that it is possible to talk about African history and culture, in a chemistry class in the initial chemistry teacher training course, making an epistemic shift in the curriculum, taking previously silenced knowledge to school, such as the history and culture of African peoples.
In this paper, from the experiences of the Collective Ciata, we seek to elucidate theoreticalmethodological aspects that can establish the teaching of Chemistry for education for ethnic-racial relations and the implementation of law 10.639/2003. This research was based on the research-action technique. The recording of the interventions was done followed by transcription and analysis according to the theoretical reference of the analysis of the conversation. Our results show that racism is present in the classroom, therefore, also in Chemistry class. The teacher deals with the real school and must be trained to act in it. It is possible to promote curricular changes in favor of black populations by designing a curriculum that contemplates the ethnic-racial diversity of Brazilian society. Our results showed that it is possible to discuss in a Chemistry class subjects related to the proposals of the mentioned law, as well as, to approach concepts of related chemistry. For this purpose, knowledge was mobilized that were not present in the curriculum of the degree in Chemistry and, therefore, demanded training in service through the group of studies instituted by the Collective Ciata.