HOW STRUCTURAL RACISM IMPEDES THE IMPLEMENTATION OF THE LAW 10.639/03 IN CHEMISTRY EDUCATION

Abstract

Considering that curricular choices are in line with the unique and Caucasian history, which does not include the diversity of bodies present in school spaces, this article seeks to show how structural racism prevents the implementation of law 10.639/03 in the teaching of Chemistry, law that provides for the mandatory inclusion of "African, Afro-Brazilian and Indigenous History and Culture" in educational resumes. To achieve this intent, we established a relationship between structural racism and the teaching of Science, substantiated by interviews with Chemistry professors, from which we construct meanings to improve the understanding of how it acts in its impediment to carrying out activities educational activities intentionally organized in favor of Education for Ethnic-Racial Relations in the teaching of Chemistry. It is, therefore, an interpretive qualitative research. In this sense, the interviews and their respective analyzes allowed us to conclude that there are multiple places of origin of the manifestation of hierarchization and racial inequality, which enabled the categorization of these manifestations. We also found that resistance to the implementation of the aforementioned law is found not only in the behavior of students, but also in the attitude of teachers, who transfer the responsibility to educational institutions or to the curricular content.