Blackening academic curricula: teacher education in Chemistry and law 10639/2003

Abstract

Racism, which spawned all manner of sophism in order to spread the thesis that Africa and its diaspora are made up of inferior beings, modulated a curriculum that produces and reproduces it in the classroom. Black populations, on the other hand, have resisted. In the aftermath of this counter-hegemonic movement, the purpose of this article was to comprehend and analyze the design and implementation of a pedagogical intervention in a Chemistry teacher training program in the course Education for Ethnic-Racial Relations in Science-Chemistry, developed by Coletivo X. The emancipatory action research project gathered empirical data through video recordings that were analyzed using elements of a Bakhtinian analysis. The findings allowed for the identification of the prospective teachers' responsiveness to the issues raised in the discussions, the polyphony of the nature of the utterances, and the drawing of conclusions about a skill called polyrationality, which teachers will need to master in order to blacken the teaching of chemistry.

Keywords
Chemistry teaching; Decolonization; Teacher training; Polyrationality