ETHNIC-RACIAL ISSUES AND CHEMISTRY TEACHERS

REFLECTIONS FOR AN ANTI-RACIST PRACTICE

Abstract

Discussing and reflecting on the plural knowledge that constitutes the Chemistry teacher allows us to discover limitations in their professional practice that can trigger situations of veiled racism. The purpose of this article is to reflect on the need for a closer look at the formation of the Chemistry teacher who does not contribute to an anti-racist practice in the classroom. To this end, based on a discussion itinerary with an essay profile, at first, aspects that encourage the reproduction of a racist and oppressive practice are presented. And for a second moment, possible paths for the necessary transformation of the teaching of Chemistry on this topic are highlighted. The pedagogical discourse of Chemistry teachers should not only pervade school subjects, concepts, and knowledge. It is important to highlight the racial issue in its entirety, encompassing the socioeconomic condition of Black people, their ethnic belonging, gender values, and their culture. The process of consolidating an anti-racist practice in Brazilian education and in the teaching of Chemistry is still incipient. However, it should be noted that even though it is not an easy task, it is important to implement actions, pedagogical practices, research that evidence black leadership and decolonize the minds and curricula of Science/Chemistry, having as an unfolding a teaching practice in anti-racist Chemistry.