Ethnic-racial relations in the Science and Physical Education curriculum: theoretical notes

Abstract

This article presents a theoretical outline of knowledge produced within the scope of two ongoing doctoral research, whose field of study is ethnic-racial relations in two curricular components of basic schooling – Physical Education and Science. In it, we reinforce the importance of knowing what use is made of the history of Africa and ethnic-racial relations in the curriculum, in accordance with Law 10.639/03, to organize the work of Physical Education and Science subjects, including school, in the final years of Elementary Education and, in return, contribute to pedagogical practices in the process of deconstructing racial prejudices and ethnic-racial relations socially in force in schools and Brazilian society. In this text we seek to show possibilities for the inclusion of the ethnic-racial theme in the classroom, having as a parameter the recognition and appreciation of critical intercultural education and its potential (Walsh, 2007, 2009) in the school curriculum, as a challenge for the school and the teachers. Finally, we defend the point of view according to which content about ethnic-racial relations, when valued in the disciplines of Physical Education and Science, can enable teachers to acquire knowledge that allows them to work with anti-racist education and act as professionals committed to facing the challenges posed by racism in everyday school life.