Um estudo nos projetos político-pedagógicos sobre diversidade étnico-racial nos anos finais do ensino fundamental no ensino de ciências

Abstract

This thesis study has as its research object, the theme of Ethnic-Racial Diversity in the final years of Science Teaching, in the Political-Pedagogical Project (PPP) in three public teaching institutions in Pará. The general objective is to analyze the place of the theme of Education of Ethnic-Racial Relations in Science Teaching, through the Political-Pedagogical Projects of three public teaching institutions in Pará. Precisely, to map the specialized literature about Basic Education and Science Teaching in Brazil; demonstrate the profile of the three public teaching institutions in Pará; to weigh the organicity of the political-pedagogical projects of the institutions of Pará, about dealing with the theme of Ethnic-Racial Diversity and to characterize the productions of the Science teachers of the three institutions and the perspectives of the ERER's treatment in the year's end of elementary school. The investigation was based on the specialized literature on the dimensions that make it up: Science Teaching (KRASILCHIK, 1996; CARVALHO; PÉREZ, 2013; DELIZOICOV; ANGOTTI; PERNAMBUCO, 2017); Ethnic-Racial Diversity and its dimensions (COELHO, 2005; GOMES, 2008, 2011; VERRANGIA, 2009, 2013; COELHO; SOARES, 2016; COELHO; SILVA; SOARES, 2017; W. COELHO; M. COELHO, 2018; REGIS; BASÍLIO, 2018) and Political-Pedagogical Project (VEIGA, 2006; VASCONCELLOS, 2009). The feature of the study is based on conceptual notions about field field, habitus, and scientific field (BOURDIEU, 2004b, 2017), representation (CHARTIER, 1991), and methodologically, with a view to a qualitative, For the systematization and organicity of the empirical data, the study was divided into moment 1: bibliographic research of the object, moment 2: selection of the locus of investigation and empirical materials, moment 3: study of the specialized literature on Ethnic-Racial Diversity and Teaching of Science and moment 4: materialization and analysis of research data. Data from the three political-pedagogical projects of public schools in Pará were analyzed through some notes of the Content Analysis technique (BARDIN, 2016). The results point to a pressing demand for research on ERER and Science Teaching in the final years of Elementary School, because despite the slight advance, it is still a growing field. From the empirical data, we infer that the PPPs of schools in Pará, with regard to Science Teaching and ERER, call for an organically systematized, continuous work, since the documents present weaknesses and the urgency in the treatment and pedagogical confrontation of the theme, in addition to the need for detailed deepening in the final years of Elementary School, in Science Teaching.