HOW DOES STRUCTURAL RACISM IMPEDES THE IMPLEMENTATION OF ERER IN CHEMISTRY EDUCATION?
Keywords:structural racism, law 10.639/03, chemistry teaching, afro-brazilian history and culture
Considering that the curriculum choices are presented in line with the singular and Caucasian history, not contemplating the diversity of the bodies present in school spaces, this article seeks to highlight how structural racism prevents the implementation of Education for Ethnic-Racial Relations in the Teaching of Chemistry (EREREQ). For this, we established a relationship between structural racism and the teaching of science/chemistry, substantiated by interviews with six chemistry educators who teach high school students in public and private schools in the state of Minas Gerais. This is, therefore, a qualitative research that, by means of content analysis, discussed the participants' answers with support in EREREQ's specific biography. In this sense, the interviews and their respective analyses allowed us to conclude that there are multiple places of origin of the manifestation of hierarchization and racial inequality. We also found that resistance to the effectiveness of the EREREQ is found not only in the behavior of students and families, but also in the posture of male and female teachers, who transfer the responsibility to the educational institutions or to the curriculum.
- 11/03/2022 (2)
- 11/03/2021 (1)
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Copyright (c) 2021 Carla Cristina Alves Mendes, Gustavo Henrique Costa da Silva, Mariana Gabriele dos Reis, Nicea Quintino Amauro
This work is licensed under a Creative Commons Attribution 4.0 International License.