A educação para as relações étnico-raciais no ensino de Ciências da Natureza:

uma análise da Base Nacional Comum Curricular

Abstract

This article presents a documentary analysis of the Base Nacional Comum Curricular, a brazilian national curricular standard, and its annexes (Transversal Contemporary Themes). Our goal was to point out how the Ethnic-Racial theme is discussed in the chapters that regulate the teaching of Natural Sciences in basic education. Results are presented in a word cloud with the most commonly found terms in this area of ​​knowledge. We also arranged a data table with the frequency of terms that refer to the theme, such as “ethnic-racial”, “Afro-Brazilian”, “identity”, among others. The currents of multiculturalism consider the insertion and recognition of different cultures that make up society in educational practices. Based on the results we found, it appears that there are indications in the text that emphasize the importance of human diversity in school curriculum, but a small number of terms such as "ethnic-racial", "black", " intercultural” and “multicultural” are found in the Natural Sciences curriculum. Added to this, we encountered a lack of critical debate on racial diversity. It appears that the approach of Education for Ethnic-Racial Relations is more present in the curricula of Human Sciences and other components. The possibilities of contribution of Science Teaching to Ethnic-Racial Education are wide, as exposed by the referenced authors. Although the Base Nacional Comum Curricular does not discuss these potentialities, the document guarantees, through its objectives and transversal themes, the need to develop the theme.