Possible decolonial paths in the teaching of sciences of the initial series: a dialogue with the work “meu crespo é de rainha”

Abstract

Our study aims to think the Science class for the early grades of elementary school from the perspective guided by the law 10.639/03, in which aspects of African History and Culture and Afro-Brazilians should be covered in every school curriculum. To this end, we bring to the fore the theoretical weaving by Silvia Cusicanqui, Grada Kilomba, and Bell Hooks, authors who problematize the decolonization of the knowledge, i.e., they propose a possibility of producing knowledge from silenced epistemologies, subjectivity, and teaching practice. Faced with what these thinkers teach us, we seek, therefore, to develop a theoretical reflection on the dialogue between law 10.639/03, the teaching of Sciences and the literature. To this end, the children's book chosen for our approach is the work Meu Crespo é de Rainha, by the black author and intellectual Bell Hooks, aiming at the alignment between our theoretical construction, literature and the scientific discipline for the early grades of elementary school. As a result, we suggest ways actualizing the law 10.639/03 in a decolonial perspective, thus making the education of the ethnic-racial relations also possible to the scientific field, which can and should contribute to this discussion. We believe, therefore, that subverting the logic of a unique history based on a predominantly hegemonic scientific production is to be able to build pathways to a new science.

Keywords

• ensino de ciências
• descolonização
• literatura