Abstract

FAUSTIN, Gustavo Augusto Assis et al. Black women in STEM: debates in non-formal learning spaces. Educ. quím [online]. 2022, vol.33, n.2, pp.219-234.  Epub Nov 28, 2022. ISSN 0187-893X.  https://doi.org/10.22201/fq.18708404e.2022.2.79564.

Brazilian society is based on a racist structure derived from 350 years of slavery, responsible for perpetuating violence against social groups diverging from heteronormativity. We defend that education is our greatest ally for the reconstruction of this social body. With elements of participatory research, this work aims at the development of an intercultural experience centered on the production of black women scientists and their identity universes to understand their contributions for the process of nonformal education in a black feminist non-governmental organization - NGO. Our results demonstrate that when thinking about the confrontation of racism, sexism and LGBTIphobia one cannot think of fragmented actions. In this sense, Sciences/Chemistry can dialogue with multiple corporealities, to contribute to the transgression of the silencing of ethnic-racial relations and dissident sexualities in the NGO and in school environments. Our results show that, when facing multiple gender identities and sexual orientations, it is possible to associate the nature of the science taught with welcoming practices and urgent themes in chemistry classes. In this sense, training teachers also involves committed political training to overcoming the barriers and limitations that some social groups go through to be accepted and valued. Our results also show that NGOs can assist in the initial and continuing training of chemistry teachers, being an alternative for the operationalization and resistance of the black and LGBTI population.

Keywords : Teacher education; ethnic-racial relations; gender; sexuality.

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