Ensino de ciências e relações étnico-raciais: uma proposta de formação para professores dos anos iniciais do ensino fundamental

Abstract

ABSTRACT: This research investigates the process of construction, development, and evaluation of continuing education for teachers who work in the early years of elementary school, whose dialogues link Education in Science to ethnic racial themes. Participatory research, with a qualitative focus, developed studies on science and racism, the role of the school and the importance of Education for Ethnic-Racial Relations in the teaching of Science in Elementary School I. For this, we used the theoretical assumptions of Kabengele Munanga, Nilma Lino Gomes, Elisa Larkin Nascimento, Lilia Schwarcz, Douglas Verrangia, Nadir Delizoicov and other scholars. The training practice, based on Paulo Freire's dialogical method, was developed with 21 teachers from a Municipal Elementary School in Serra (ES). Based on the Freirian conception, we seek to listen to participants to meet their training needs, promote reflection on praxis and enable social transformation. The data produced by the investigation were interpreted according to the dialectical proposal of Mynaio (2016), which considers the results achieved an approximation of reality. Thus, we consider that the research opened the way for a broad reflection on the relevance of Science Education in the early years, especially for addressing ethnic-racial issues. However, we still have a long way to go, in view of the gaps in the initial training of teachers at this stage of teaching, as well as specialized literature in this field of research. As an educational product of this work, we prepared an E-book based on the experiences of training and demands identified in the process, aimed at those who intend to develop an educational action with similar objectives.