Decolonisation of the mono-cultural and monorracist curriculum policy of teachers training in the natural sciences: towards curriculum and antirracist education
DOI:
https://doi.org/10.33448/rsd-v9i8.6085Keywords:
Natural sciences; Black; Political science curriculum; Teaching; Citzenship.Abstract
This article aims to propose the emergence of the inclusion of black thinkers in the bibliographies indicated to the courses of Nature Sciences and its Technologies, aiming at the current decolonization of the hegemony of the colonial library, guided by the overvaluation of the knowledge produced by European intellectuals and their descendants crystallized in bibliographies and academic texts, characterizing the epistemic, monocultural and monorracist racism of the current curriculum policy of teachers education in Brazil. In the course of the research, it is sought to present theoretical and intellectual black subsidies and their afrodescendence of history as well as their referred area of knowledge. The theoretical and methodological framework of the research is anchored within the qualitative approach and within the procedures of bibliographic research. The important result is the quantitative of black thinkers in nature sciences; the absence of black thinkers in the bibliographies and academic texts is verified and the ignorance of the future professors of black intellectuals interviewed is verified. The emergence of the inclusion of black thinkers in the process of initial formation is concluded, aiming at the racist decolonization of the current curricular policy of teacher formation in Brazil, and the work has pointed out paths by listing numerous black intellectuals in the history of science, as well as their respective legacy.
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