Abstracts Political Science

Sentidos construídos sobre justiça social na formação de professores: experiências (de)coloniais na disciplina de estágio supervisionado no ensino de ciências

by Lia Christina Kirchheim Kehl

Abstract: This research aimed to analyze the meanings constructed about social justice by undergraduates in the discipline of Supervised Internship in Science Teaching from the materials produced in it. The discipline had as its guiding axis the education of racial, decolonial and intercultural relations, promoting discussions about scientific education for the purposes of social justice. As specific objectives, we seek to identify the conditions for the production of broad meanings and strict ones in the Licentiate Degree in Biological Sciences at the Federal University of Santa Catarina and during the course of the discipline. We also set out to understand the pedagogical practices that were produced, and contribute to the initial training of science teachers in this perspective, in order to identify complaints and advertisements for a more socially committed teacher education. For this, we privileged as theoretical-methodological references a dialogue with Latin American theorists of decolonial thought in the broad sense, also referenced by black intellectuals womans to problematize issues about the coloniality of knowledge, and in the Franco-Brazilian Discourse Analysis, considering that we constitute ourselves as individuals in a certain historical-context, and that through language we produce multiple meanings under certain conditions of production. The analyzes were based on the materials produced, namely: practices to address the education of ethnic racial relations, reflective essays on teacher training, and a questionnaire that was applied in order to understand the conditions of production. From these materials, it was possible to observe that the production of meanings about social justice by the students was more related to their readings, life stories, discursive formations and provoked discussions, since there was a certain silencing about contributions of scientific and technological knowledge from African, aphrodiasporic matrices and the contributions of black women scientists. The approximations of the social and political role that Science Education can have for the purposes of social justice, in the face of colonial, racist, patriarchal and capitalist structures in content discussions are evident, as the students in their practices and reflective essays brought understandings about structural racism in society and in the construction of science, reflections on the non-neutrality of science, questions about a coloniality of time, proposed intercultural dialogues and a desire to bring scientific contents closer to school reality and of its students. As a form of advertisements, I consider it important that these questions about the coloniality of knowledge are more strongly pointed out in training courses, where students are encouraged to learn more about contributions from other civilizing matrices, in addition to discussing racism as a form of confrontation to the epistemicides of university structures. Decoloniality and interculturality as theoretical and struggle horizons were powerful to…