Propostas de ensino de ciências e de ensino de matemática a partir de invenções científico-tecnológicas de mulheres negras: contributos para uma pedagogia antirracista, antissexista e antiepistemicida

Abstract

This study focused on the development of a technical-technological product in the format of a didactic sequence and had as its driving question the following question: what proposals for teaching science and teaching mathematics can be developed from the scientific-technological inventions of black women? From a general point of view, with this research we aimed to investigate scientific-technological inventions developed by black women focusing on their pedagogical potential for teaching science and for teaching mathematics in the early years of elementary school. Specifically, we outline the following objectives: a) explore the possibilities and limits of the development and application of anti-racist science teaching proposals; b) mapping scientific-technological inventions produced by black women; c) develop proposals for teaching science and teaching mathematics for classes in the early years of elementary school, centered on scientific-technological inventions produced by black women. To update these objectives, we carried out a theoretical-bibliographic study about how the State, within the capitalist society, organizes itself to promote the epistemicide of decolonial knowledge in the school curriculum. In addition, we explore evidence of the scientific-technological legacy of colonized peoples who were victims of epistemic pillage and epistemicide, as well as, with a view to pointing out anti-racist, anti-sexist and anti-epistemic didactic-pedagogical alternatives, we developed a didactic sequence that, due to the objective conditions imposed by the covid-19 Pandemic, it was not possible to apply in loco, but that favors us to think of another society in dialogue with black feminism, especially from the prism of the intersectionality of gender, race and class. Thus, we present the didactic sequence produced as a technical-technological product whose didactic-epistemological power aims at the construction of an anti-racist, anti-sexist and anti-epistemicide pedagogical thought. These are ideas that, once adjusted to the reality of each school and/or university context, can contribute to the formation of a more egalitarian society.