Cientistas negras e negros e suas contribuições: a valorização da ciência na escola para além do eurocentrismo.

Abstract

We live in societies that have racism as a structuring element, which determines the way in which people are arranged in power relations, leading black men, black women, indigenous peoples and their descendants to hierarchically inferior positions. These non-horizontal relationships enter the educational environments and cause white people to be protagonists of historical achievements, scientific discoveries and intellectuality model to be followed. Therefore, the objective of this work was to build didactic strategies in Science Teaching (especially chemistry) to reduce, minimize the invisibility of black bodies in education, as well as contribute to the development of a positive self-esteem in black men and black women and black students, from the effectiveness and application, in practice, of Law 10.639/03 and representativeness focused on the protagonism of black men and black women scientists, presenting their images, origin, academic background and research developed. The discovery and familiarization of these men students and women students with these and these black men and black women scientists is of fundamental importance for us to reduce or extinguish the invisibility of black protagonism and pseudoneutrality of the Sciences and to encourage this public to research academic spaces, having as references these and these scientists and other black personalities, from a decolonial perspective. The methodology presented in this work is qualitative in nature and consists in the application of a didactic-pedagogical intervention where two booklets were made in which the students chose 12 black men and black women scientists, according to the relevance for their community and for the most needy people, for each booklet, among the 34 presented with their respective biographies. We worked with Guide questions and open questionnaires for the development of activities and data collection. The results indicated that the students had little previous knowledge about the proposed theme and were unaware, until then, the work and research of these black scientists, as well as, remained immersed in teaching based on the Eurocentric model that infantilizes and dehumanizes black people, besides offering a certain resistance in realizing that science is not done only by the Eurocentered pattern, where the male, white and European figure leads all actions. The reflections made possible by the application of didactic-pedagogical intervention suggest the continuity of its application in other classes of the research field school, as well as in other public schools, aiming at expanding the scope of this methodology and improving the proposal.