<?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>S1983-21172023000100502</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172022240140</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ARTIGO-PARECER: EDUCAÇÃO PARA AS RELAÇÕES ÉTNICO-RACIAIS: UM ENSAIO SOBRE ALTERIDADES SUBALTERNIZADAS NAS CIÊNCIAS FÍSICAS]]></article-title>
<article-title xml:lang="es"><![CDATA[INFORME DE ARBITRAJE: EDUCACIÓN PARA LAS RELACIONES ÉTNICO-RACIALES: UN ENSAYO SOBRE LAS ALTERIDADES SUBALTERNIZADAS EN LAS CIENCIAS FÍSICAS]]></article-title>
<article-title xml:lang="en"><![CDATA[ARTICLE-OPINION: EDUCATION FOR ETHNIC-RACIAL RELATIONS: AN ESSAY ON SUBALTERNIZED ALTERNATIONS IN PHYSICAL SCIENCES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ROSA]]></surname>
<given-names><![CDATA[KATEMARI]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia Instituto de Física ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172023000100502&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172023000100502&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172023000100502&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo-parecer dialoga com o texto &#8220;Educação para as relações étnico-raciais: um ensaio sobre alteridades subalternizadas nas ciências físicas&#8221; (Alves-Brito &amp; Alho, 2022). Os autores utilizam a Teoria Crítica da Raça (TCR) como parte de seus referenciais para discutir educação e divulgação em ciência numa perspectiva decolonial e antirracista. Neste artigo, a proposta é expandir a discussão sobre a TCR e apresentar suas possibilidades para transformações na educação científica. O diálogo inicia com o histórico da TCR e examina seu conjunto de conceitos básicos, incluindo: a construção social da raça, a normalidade do racismo, a convergência de interesses, a racialização diferencial, a interseccionalidade e o reconhecimento da voz das pessoas não brancas. Por fim, este artigo-parecer aponta para conexões entre as reações de grupos conservadores de extrema-direita, a TCR e uma educação científica para as relações étnico-raciais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este informe de arbitraje dialoga con el artículo &#8220;Educación para las relaciones étnico-raciales: un ensayo sobre alteridades subalternizadas en las ciencias físicas&#8221; (Alves-Brito &amp; Alho, 2022). Los autores utilizan la Teoría Crítica de la Raza (TCR) como parte de su marco teórico para discutir la educación y difusión de la ciencia desde una perspectiva decolonial y antirracista. En este informe, se busca ampliar la discusión sobre la TCR y presentar sus posibilidades para transformaciones en la educación científica. El diálogo comienza con la historia de la TCR y examina sus conceptos básicos, incluyendo: la construcción social de la raza, la normalidad del racismo, la convergencia de intereses, la racialización diferencial, la interseccionalidad y el reconocimiento de las voces de las personas no blancas. Finalmente, este informe señala las conexiones entre las reacciones de grupos conservadores de extrema derecha, la TCR y la educación científica para las relaciones étnico-raciales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This paper engages with the manuscript &#8220;Education for ethnic-racial relations: an essay on subalternized alterities in the physical sciences&#8221; (Alves-Brito &amp; Alho, 2022). The authors use Critical Race Theory (CRT) as part of their framework to discuss science education and dissemination in a decolonial and anti-racist perspective. In this paper, the goal is to expand the discussion on CRT and present its possibilities for transformations in science education. The dialogue begins with the history of CRT and examines its set of basic tenets, including: the social construction of race, the normality of racism, interest convergence, differential racialization, intersectionality and recognition of the voices of People of Color. Finally, this paper points to connections between conservative extreme-right groups, CRT and scientific education for ethnic-racial relations.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teoria Crítica da Raça]]></kwd>
<kwd lng="pt"><![CDATA[Educação científica]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa em ensino de física]]></kwd>
<kwd lng="es"><![CDATA[Teoría Crítica de la Raza]]></kwd>
<kwd lng="es"><![CDATA[Educación científica]]></kwd>
<kwd lng="es"><![CDATA[Investigación en enseñanza de la física]]></kwd>
<kwd lng="en"><![CDATA[Critical Race Theory]]></kwd>
<kwd lng="en"><![CDATA[Science education]]></kwd>
<kwd lng="en"><![CDATA[Physics education research]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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