<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172022000100316</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172022240122</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO PARA AS RELAÇÕES ÉTNICO-RACIAIS: UM ENSAIO SOBRE ALTERIDADES SUBALTERNIZADAS NAS CIÊNCIAS FÍSICAS]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN PARA LAS RELACIONES ÉTNICO-RACIALES: UN ENSAYO SOBRE ALTERIDADES SUBALTERNIZADAS EN LAS CIENCIAS FÍSICAS]]></article-title>
<article-title xml:lang="en"><![CDATA[EDUCATION FOR ETHNIC-RACIAL RELATIONS: AN ESSAY ON SUBALTERNIZED ALTERITIES IN THE PHYSICAL SCIENCES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves-Brito]]></surname>
<given-names><![CDATA[Alan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alho]]></surname>
<given-names><![CDATA[Kaleb Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Instituto de Física ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>24</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172022000100316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172022000100316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172022000100316&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Um dos grandes desafios da educação antirracista no Brasil é ser pensada e executada em áreas que se colocam à margem da discussão étnico-racial. O presente ensaio traz reflexões sobre como a educação para as relações étnico-raciais pode ajudar a problematizar as noções de desenvolvimento e progresso (muito íntimas da episteme científica moderna), em aulas de ciências, a partir da análise de casos de conflitos político-territoriais que envolvem comunidades tradicionais e empreendimentos de Estado. Discutimos casos marcantes de conflitos étnico-raciais no Brasil e nos Estados Unidos no que tange à instalação de observatórios, de uma usina hidrelétrica e uma base de lançamento de foguetes, interpretados como elementos de desenvolvimento no contexto do Projeto Moderno e Contemporâneo de Ciência, mas que, alternativamente, resgatam as tensões entre a Tradição e a Razão Científica. Argumentamos do ponto de vista histórico, filosófico e epistemológico, buscando justificar e fomentar a discussão e a execução das Leis 10.639, 11.645 e das Diretrizes Curriculares Nacionais para a Educação Escolar Quilombola na educação em ciências, nos ensinos básico e superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Uno de los grandes desafíos de la educación antirracista en Brasil es ser diseñada e implementada en áreas que están al margen de la discusión étnico-racial. Este ensayo aporta reflexiones sobre cómo la educación para las relaciones étnico-raciales puede ayudar a problematizar las nociones de desarrollo y progreso (muy vinculadas a la episteme científica moderna) en las clases de ciencias a partir del análisis de casos de conflictos político-territoriales que involucran a comunidades tradicionales y empresas estatales. Discutimos casos impactantes de conflictos étnico-raciales en Brasil y Estados Unidos con relación a la instalación de observatorios, una central hidroeléctrica y una base de lanzamiento de cohetes, interpretados como elementos de desarrollo en el contexto del Proyecto Moderno y Contemporáneo de Ciencia, pero que, alternativamente, rescatan las tensiones entre Tradición y Razón Científica. Argumentamos desde un punto de vista histórico, filosófico y epistemológico, buscando justificar y fomentar la discusión e implementación de las Leyes 10.639, 11.645 y los Lineamientos Curriculares Nacionales para la Educación Escolar Quilombola en la educación en ciencias, en la enseñanza básica y superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: One of the great challenges of anti-racist education in Brazil is to design and implement it in areas that are outside of the ethnic-racial discussion. This essay offers critical reflections on how education for ethnic-racial relations can help to problematize the notions of development and progress (linked to the modern scientific episteme) in science classrooms through the analysis of cases of political-territorial conflicts that involve traditional communities and State-owned enterprises. We discuss striking cases of ethnic-racial conflicts in Brazil and the United States relating to the installation of observatories, a hydroelectric power plant, and a rocket launching base, interpreted as elements of development in the context of the Modern and Contemporary Science Project, but which, alternatively, revive the tensions between Tradition and Scientific Reason. We argue from a historical, philosophical, and epistemological point of view, seeking to substantiate and encourage the discussion and implementation of Laws 10.639, 11.645 and the National Curriculum Guidelines for Quilombola School Education in basic and higher education science.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino e Divulgação de Astronomia e de Física]]></kwd>
<kwd lng="pt"><![CDATA[ERER]]></kwd>
<kwd lng="pt"><![CDATA[Educação Escolar Quilombola]]></kwd>
<kwd lng="pt"><![CDATA[Leis 10.639/11.645 e Racismo]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza y Difusión de Astronomía y Física]]></kwd>
<kwd lng="es"><![CDATA[ERER]]></kwd>
<kwd lng="es"><![CDATA[Educación Escolar Quilombola]]></kwd>
<kwd lng="es"><![CDATA[Leyes 10.639/11.645 y Racismo]]></kwd>
<kwd lng="en"><![CDATA[Teaching and Dissemination of Astronomy and Physics]]></kwd>
<kwd lng="en"><![CDATA[ERER]]></kwd>
<kwd lng="en"><![CDATA[Quilombola School Education]]></kwd>
<kwd lng="en"><![CDATA[Laws 10.639/11.645 and Racism]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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