<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822024000200005</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v29i66.1863</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As relações étnico-raciais no currículo de Ciências e Educação Física: apontamentos teóricos]]></article-title>
<article-title xml:lang="en"><![CDATA[Ethnic-racial relations in the Science and Physical Education curriculum: theoretical notes]]></article-title>
<article-title xml:lang="es"><![CDATA[Relaciones étnico-raciales en el currículo de Ciencias y Educación Física: apuntes teóricos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leal]]></surname>
<given-names><![CDATA[Catiana Nery]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Maria de Fátima de Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Rafael Casaes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Sudoeste da Bahia (UESB)  ]]></institution>
<addr-line><![CDATA[Vitória da Conquista Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<numero>66</numero>
<fpage>5</fpage>
<lpage>24</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822024000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822024000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822024000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo apresenta um recorte teórico de conhecimentos produzidos no âmbito de duas pesquisas de doutorado, em andamento, que têm como campo de estudo as relações étnico-raciais em dois componentes curriculares da escolarização básica - Educação Física e Ciências. Nele, reforçamos a importância de saber qual uso é feito da história da África e das relações étnico-raciais no currículo, conforme a Lei 10.639/03, para organizar o trabalho das disciplinas de Educação Física e Ciências, inclusive da escola, nos anos finais do Ensino Fundamental, e, em contrapartida, contribuir com as práticas pedagógicas no processo de desconstrução de preconceitos raciais e relações étnico-raciais socialmente vigentes na escola e sociedade brasileira. Neste texto, procuramos mostrar possibilidades para a inserção da temática étnico-racial em sala de aula, tendo como parâmetro o reconhecimento e a valorização da educação intercultural crítica e suas potencialidades (Walsh, 2007, 2009) no currículo escolar, como um desafio para a escola e os professores. Enfim, defendemos o ponto de vista segundo o qual os conteúdos acerca das relações étnico-raciais, quando valorizados nas disciplinas Educação Física e Ciências, podem possibilitar aos professores a apropriação de saberes que lhes permitam trabalhar com uma educação antirracista e atuar como profissionais comprometidos a enfrentar os desafios colocados pelo racismo no cotidiano escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents a theoretical outline of knowledge produced within the scope of two ongoing doctoral research, whose field of study is ethnic-racial relations in two curricular components of basic schooling- Physical Education and Science. In it, we reinforce the importance of knowing what use is made of the history of Africa and ethnic-racial relations in the curriculum, in accordance with Law 10.639/03, to organize the work of Physical Education and Science subjects, including school, in the final years of Elementary Education and, in return, contribute to pedagogical practices in the process of deconstructing racial prejudices and ethnic-racial relations socially in force in schools and Brazilian society. In this text we seek to show possibilities for the inclusion of the ethnic-racial theme in the classroom, having as a parameter the recognition and appreciation of critical intercultural education and its potential (Walsh, 2007, 2009) in the school curriculum, as a challenge for the school and the teachers. Finally, we defend the point of view according to which content about ethnic-racial relations, when valued in the disciplines of Physical Education and Science, can enable teachers to acquire knowledge that allows them to work with anti-racist education and act as professionals committed to facing the challenges posed by racism in everyday school life.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta un esquema teórico del conocimiento producido en el ámbito de dos investigaciones doctorales en curso, que tienen como campo de estudio las relaciones étnicoraciales en dos componentes curriculares de la enseñanza básica: Educación Física y Ciencias. En él, reforzamos la importancia de conocer qué uso se hace de la historia de África y de las relaciones étnico-raciales en el currículo, de acuerdo con la Ley 10.639/03, para organizar el trabajo de las asignaturas de Educación Física y Ciencias, incluso escolar, en los últimos anos de la Educación Primaria y, a cambio, contribuir a las prácticas pedagógicas en el proceso de deconstrucción de prejuicios raciales y relaciones étnico-raciales socialmente vigentes en las escuelas y en la sociedad brasileha. En este texto buscamos mostrar posibilidades para la inclusión de la temática étnico-racial en el aula, teniendo como parámetro el reconocimiento y valoración de la educación intercultural crítica y su potencial (Walsh, 2007, 2009) en el currículo escolar, como un desafio para la escuela y los profesores. Finalmente, defendemos el punto de vista según el cual los contenidos sobre las relaciones étnico-raciales, cuando se valoran en las disciplinas de Educación Física y Ciencias, pueden permitir a los docentes adquirir conocimientos que les permitan trabajar con la educación antirracista y actuar como profesionales comprometidos para enfrentar los desafios que plantea el racismo en la vida escolar cotidiana.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[relações étnico-raciais]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[ensino de Ciências]]></kwd>
<kwd lng="en"><![CDATA[ethnic-racial relations]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[Science teaching]]></kwd>
<kwd lng="es"><![CDATA[relaciones étnico-raciales]]></kwd>
<kwd lng="es"><![CDATA[Educación Física]]></kwd>
<kwd lng="es"><![CDATA[ensehanza de las Ciências]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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