Towards an anti-racist teacher training: knowledge, forms and content for science education
Science education; anti-racist education; teacher education
This dissertation seeks to understand ‘To what extent can anti-racist teacher training contribute to teachers’ perceptions and practices regarding science education?’. To collect the data, the research included training, called ‘Jipambu - Anti-Racist Educational Analysis and Action Cycle’, aimed at teachers of Natural Sciences subjects. The cycle was divided into 4 (four) movements, in each of which issues relating to racial issues and anti-racist education were debated. Through a qualitative analysis of the teachers' speeches during the training movements and the analysis of the products produced by them during the last movement, it was also possible to perceive, throughout the training, the change in conduct and discourse as we discussed the themes. In conclusion, we understand the importance of qualified anti-racist formation, considering that there is still resistance and silence on the subject in the area of natural sciences, in addition to highlighting how anti-racist perspectives gain in power when they incorporate elements of class, gender and the deep historical problems. The research, finally, highlights the potential of science teaching in combating racism and allows us to recognize the challenges faced by teachers in their daily school lives and, particularly, when they are faced with racial themes or anti-racist practices in science education. Based on recognition, it is possible to trace engaged, critical and permanent training processes in the future history of education in our country in order to overcome the determinants and consequences of racism.