For a teaching of Physics afrocentered in the curriculum of the Integrated Middle School of a Federal Institute
DOI:
https://doi.org/10.5212/PraxEduc.v.17.19347.021Abstract
In this work, a documentary analysis was carried out with the objective of identifying how the contents of Afro-indigenous History and Culture are treated in the Physics curricula of the integrated High School of the Federal Institute of Education, Science and Technology of Bahia, campus Eunápolis. The theoretical framework is based on the theories of the multicultural and decolonial curriculum and on Afrocentricity, in addition to the national core standards for the teaching of Physics in secondary professional education. The analyses indicate that, given the predominance of calculations and the Eurocentric view of the construction of scientific knowledge, there is nothing, in the curriculum, about philosophy and history of science that includes narratives about historically marginalized groups. The construction of an Afro-centered and decolonial curriculum will meet legal and historical issues, in addition to a constant problematization among Physics teachers.
Keywords: Physics Curriculum. Afrocentricity. Decolonial.
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