Literatura Negra e Biologia: aplicação da lei nº 10.639/03 a partir da Pedagogia Histórico-Crítica

Abstract

This research discusses the contributions of the articulation between Black Literature, through the works Quarto de Despejo: Diário de uma Favelada (Jesus, 2022) and Pequeno Manual Antirracista (Ribeiro, 2019), and the teaching of Biology in High School, based on the historical construction of racism in Brazil and its pseudoscientific stigmas. The study aimed to analyze how a Didactic Proposal (DP), grounded in Historical-Critical Pedagogy (HCP), can promote anti- racist education through critical reflections on structural racism, social inequalities, and the valorization of historically marginalized knowledge within a decolonial approach. Thus, this is a development research study guided by the implementation of a Didactic Proposal and by the analysis of the data produced by the students, supported by Discursive Textual Analysis (DTA), according to Moraes and Galiazzi (2016). The theoretical framework is based on authors such as Dermeval Saviani (2021), through the five moments proposed in Historical-Critical Pedagogy and materialized in the didactic structure developed by João Luiz Gasparin (2012). In this context, the results revealed advances in the students’ understanding of ethnic-racial relations, structural racism, and historically constructed inequalities. It is concluded that the articulation between Black Literature and Biology through the five moments of Historical-Critical Pedagogy can contribute to anti-racist pedagogical practices and to the critical formation of students by promoting the socialization of historically accumulated knowledge and its relationship with social reality.