Relações étnicos-raciais no ensino de Ciências da Natureza : uma análise dos livros didáticos dos anos finais do ensino fundamental

Abstract

Textbooks are essential tools to guide the paths and school practices during the childhood and adolescence of future full citizens. Faced with this premise and with the support of relevant legal frameworks of Brazilian education, namely laws 10.639/2003 and 11.645/2008, which deal with the teaching of African, Afro-Brazilian and indigenous history and culture and amend law 9.394/1996 - better known as the law of guidelines and bases of education, this research turned its attention to ethnicracial education (Afro-Brazilian) in the Teaching of Nature Sciences, from the sixth to the ninth years of elementary school. The present study analyzed the representation of black men and women in textbooks used by teachers of full-time schools of the State Network of Goiás, in the city of Goiânia; we problematized the formation and teaching performance in ethnic-racial relations in the Sciences curriculum; We reflected on what are the contributions of this formation and teaching performance in face of the daily challenges of the school environment; and, based on the findings that show silence in the textbooks, we created the educational product VOG, which offers support for teaching formation, practice and promotes relevance for updated knowledge on ethnic-racial relations for the Teaching of Sciences.