Analysis of ethnic-racial diversity in the collection “Os Fundamentos da Física”
DOI:
https://doi.org/10.47734/regrasp.v10.04.p79-83Keywords:
decolonialism, physics textbooks, science educationAbstract
Decolonialism in education aims to deconstruct Eurocentric perspectives, valuing the knowledge of historically marginalized communities. Thus, aligned with this movement, the present study examines how the Eurocentric heritage in Brazilian education is reflected in high school Physics textbooks, taking as its object the collection “Os Fundamentos da Física” (2009). The work aims to assess whether, even after the enactment of Law 10.639/2003, which sought to broaden ethnic-cultural diversity, unequal representations of ethnic groups persist in teaching materials. To this end, graphic representations in the collection were analyzed, recording the frequency of appearances of white and non-white people in scientific and non-scientific contexts. The results point to the maintenance of stereotypes and the insufficient visibility of other cultures in Physics content, revealing pedagogical practices that reinforce European stereotypes in science education.
References
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