Decolonialidade na formação de professores/as e interlocuções no ensino de ciências e matemática

um olhar sobre teses e dissertações

Abstract

The present work presents an overview of the researches that bring interlocutions between decoloniality and the formation of teachers based on theses and dissertations, in order to obtain an overview of these productions, to investigate what has been developed and to verify what issues are discussed in this context. As this is a review work, to achieve the research objectives, the steps of the review process for a methodological path were defined. Twenty-four theses and dissertations were analyzed, eight of which presented similarities with the areas of science and mathematics teaching It is noticed that there is a growing interest in the theme, but there is still little focus on teachers and training, especially in the field of science and mathematics education. Studies in a decolonial perspective were shown to be important since the school structure is historically marked by the experience of the colonial process, which undervalues ​​and disregards various experiences and aspects of students' subjectivities. Research shows that the discussions that permeate decolonial thinking need to be articulated in the training of teachers, from basic education to higher education, both in initial and continuing education, as they are allied agents in the potential process of social transformation. Thus, thinking about the school and the training processes of teachers in the areas of science and mathematics from a decolonial perspective is a challenge that brings us a wide range of research possibilities to be developed, in order to contribute to an emancipatory education and, therefore, a society with equity, respect for democracy and intercultural in its fullness.

Keywords: Decoloniality. Teacher education. Science and mathematics education; Teacher training. Systematic review.