Education on Ethnic and Racial Relations in Science and Chemistry Teacher Training in Brazil

an Overview of Publications in the BDTD (2015–2024)

Abstract

This article provides an overview of academic research on Education for Ethnic-Racial Relations (ERER) in the training of Natural Sciences (CdN) and Chemistry teachers in Brazil between 2015 and 2024. This is an exploratory qualitative study in which we sought to conduct a mapping of the Digital Library of Theses and Dissertations (BDTD) of the Coordination for the Improvement of Higher Education Personnel (CAPES), using the descriptors “Teacher training” + “Ethnic-racial relations education” + “Chemistry” in all fields. Through this search, we found fewer than twenty works, mostly dissertations, that highlight a significant increase in output after 2020. We also noted a lack of interventionist and applied research, as well as a limited amount of discussion regarding intersectional dimensions and traditional knowledge. Through the analysis of the identified works, we observed that, although the field is expanding, it lacks investment in concrete pedagogical proposals and in the evaluation of their effectiveness, indicating the need to develop teaching materials and initiatives that transcend the university setting and impact basic education and informal learning spaces. It should also be noted that while Law no. 10.639/03 is still a relatively new topic in the training of science and chemistry teachers, Law no. 11.645/08 has been neglected. Finally, we believe that further research should be conducted to understand the progress and challenges, as both laws must be continuously implemented and evaluated; so that they may become part of the initial and continuing education of these teachers, as well as those in other fields of knowledge, and consequently promote anti-racist basic education.