Educação para as relações étnico-raciais no contexto do ensino de Biologia: uma revisão sistemática

Abstract

This study addresses Education for Ethnic-Racial Relations in the context of Biology teaching. In this regard, the research aims to answer the following question: what are the main approaches and themes explored in articles from the Revista de Ensino de Biologia (RENBIO) on Education for Ethnic-Racial Relations (ERER)? To this end, the analysis focuses on markers racial and themes in Science and Biology.", in addition to exploring the contributions of these articles to promoting anti-racist education in Biology teaching. The general objective is to analyze the main themes and approaches regarding Education for Ethnic-Racial Relations in articles published in the Revista de Ensino de Biologia. To answer the research question and achieve the established objectives, a qualitative methodology was adopted, characterized as basic and descriptive, based on a bibliographic research of the Systematic Literature Review type. The data were analyzed through content analysis, and the results indicate that, out of the 284 articles published in RENBIO during the analyzed period, only 30 addressed ERER. Among them, Blackness was the most prominent theme, followed by critical studies on Whiteness, while the Indigenous issue had little representation. Regarding themes in Science and Biology, there was a prevalence of broader topics related to education, rather than specific discussions within the Biology discipline. The study concludes that there are significant gaps in academic production on ERER, highlighting the importance of expanding discussions and pedagogical practices that value diversity and combat prejudice and racism in Biology teaching.