Search

Barbara Carine Soares Pinheiro was born in 1987, on the suburbs of Salvador. She is the great-granddaughter of Vicenca, the granddaughter of Djanira Soares and the daughter of Teresinha Soares de Jesus. She grew up free on the streets of her neighbourhood - she still remembers very well feeling the smell of red clay after rainfall. She graduated in 2010 at the Federal University of Bahia (UFBA) and obtained the title of Master’s Degree in 2012 and PhD in 2014. She is a professor at the Institute of Chemistry at UFBA. Today, Barbara defines herself as: critical-decolonial researcher, anti-racist, north-eastern feminist, pagodeira, bisexual, cis black woman, mother. On the other hand, she does not define herself: she opens up in a constant movement of self-building or, perhaps, or yet to be built.

Eliza Maria was a pioneer in Mathematics in Brazil, being the first female professor at the Institute of Mathematics and Statistics at the Federal University of Bahia (UFBA) to have a doctorate. She was also the black woman in Brazil with the oldest doctoral degree in mathematics.

Professor Anna Maria Canavarro Benite is a PhD and Master in Science, also owning a Degree in Chemistry from the Federal University of Rio de Janeiro (UFRJ, Unviersidade Federal do Rio de Janeiro). Coordinator of the Research Laboratory in Chemical Education and Inclusion (LPEQI) and Coletivo Negro Ciata, from the Chemistry Institute of the Federal University of Goias. In addition, she is the creator of the Investiga Menina Project, which seeks to inspire black students to pursue careers in the exact and scientific areas.

Katemari Diogo Rosa was born on October 16, 1979, in Porto Alegre. He did elementary school in a public school and high school integrated with a technical course in Secretariat, at the Federal University of Rio Grande do Sul (UFRGS). Since adolescence, she already showed affection for the area of physics. She has a degree in Physics from UFRGS, a Master in Teaching History and Philosophy of Science from the Federal University of Bahia (UFBA) and a PhD in Science Education from Columbia University. She is currently an adjunct professor at the Federal University of Bahia, where research on teaching physics and the formation of physical and physical teachers and teachers in the initial grades and discussions involving the intersectionality of gender, sexuality, race, ethnicity and socioeconomic status in the construction and science teaching.

Megg Rayara Gomes de Oliveira was born on October 8, 1975, in Cianorte, in the countryside of Parana. As she says, she was a “fag” with a “silly” sexuality, so at school, she was introduced to these rules in a very violent way. Artistic production appeared in her life as a possibility of transgression and communication with manifestations of her inner self. She entered the Licentiate Degree program in Drawing and Plastics and, after failing four times in the master's degree, she was aware that the academy had its standard features. In 2017, she became the first black transgender to obtain the title of doctor in Brazil. In 2019, she was appointed as a Professor at the Federal University of Parana (UFPR) and is currently the coordinator of the Center for Afro-Brazilian Studies (NEAB) at UFPR.

Denise Alves Fungaro was born in Sao Paulo in 1959, coming from a simple-origin family of a humble condition. Since childhood, her attention and curiosity have been aroused by chemistry and, at school, her interest in this science increased significantly. She took a pre-university course and in 1978 started her undergraduate degree in Chemistry at the University of Sao Paulo (USP). She graduated in 1983 and entered her master's degree at USP, completing it in 1987. In the following year, she entered the doctorate also at USP, finishing it in 1993. She is currently the coordinator of research projects focusing mainly on the development of value-added materials from waste, optimization of the green roof and addition of waste in cementitious matrix. A highly awarded researcher, Denise is also part of the study group entitled "Planetary Health" from the Institute of Advanced Studies of the University of Sao Paulo (IEA-USP).

A exposição solar proporciona sensação de bem-estar físico, estimula a produção de melanina e a síntese de vitamina D pelo organismo. As civilizações antigas da África utilizavam base de mamona, extrato de magnólia, jasmim e óleo de amêndoas como protetores solares. Com características de uma pesquisa participante, este estudo teve como objetivo aproximar alunas/os do Ensino Médio de cientistas negras contemporâneas. Os resultados estabeleceram um diálogo sobre as radiações ultravioletas que incidem sobre a Terra pelos raios solares. Pessoas de pele negra representam a maioria da população do Brasil e, ainda assim, a veiculação de comerciais sobre protetores solares apresentam como alvo somente o corpo branco. A/o aluna/o reconhece o fenômeno da estratificação racial da população como construção ideológica realizada por meio de um conjunto de práticas materiais de discriminação racial. Portanto, cabe-nos como professoras/res de Química e sujeitos desta sociedade mediar o discurso que combata o racismo na educação.

Resenha do livro: BERTH, Joice. Empoderamento. São Paulo: Sueli Carneiro; Editora Pólen, 2019. 184p.

Este trabalho tem por objetivo apresentar e analisar a obra @Descolonizando_saberes: mulheres negras na ciência, escrita por Bárbara Carine Soares Pinheiro para a coleção Culturas, Direitos Humanos e Diversidades na Educação em Ciências da Editora Livraria da Física. O primeiro capítulo traz a narrativa de vida da autora, em seguida a História das Ciências e Descolonização de Saberes e, por fim, nomes de grandes mulheres negras nas áreas como as ciências biomédicas, matemática e tecnológicas.

RESUMO: Segundo dados do CNPq as mulheres participam em praticamente todas as grandes áreas do conhecimento, porém são maioria em áreas ligadas ao cuidado e minoria nas áreas tecnológicas e exatas. Aqui analisamos o design e o desenvolvimento de uma Intervenção Pedagógica (IP) intitulada “Ensino de Ciências e Identidade Negra: Estudos sobre a Química dos cabelos” objetivando pensar uma ciência não para o sujeito universal, contribuindo assim para a formação de professoras/es de Química capazes de operacionalizar a lei 10.639 a partir da diáspora africana nas Américas, como alternativa para evidenciar a contribuição de pesquisadoras negras na construção do conhecimento científico. Nossos resultados demostram que a IP representou o contato consciente com uma Ciência não hegemônica e eurocêntrica, fomentou o diálogo entre as diferenças, questionou discursos que reforçam as discriminações e os estereótipos, tencionou conteúdos preestabelecidos e instituiu processos de constituição de professores/as capazes de (re)criar práticas que articulem os conhecimentos químicos e as africanidades no ensino de Química. ABSTRACT: According to CNPq data, women participate in practically all major areas of knowledge. However, they are majority in areas related to care and minority in the technological and exact areas. Here we analyzed the design and development of a Pedagogical Intervention (PI) entitled “Teaching Science and Black Identity: Studies on Hair Chemistry”. In this study, we intended to think about a science that isn’t for the universal subject, thus contributing to the formation of chemistry teachers, capable of operationalizing Law 10,639 considering the African diaspora in the Americas, as an alternative to evidence the contribution of black researchers in the construction of scientific knowledge. Our results demonstrate that PI represented the conscious contact with a non-hegemonic and Eurocentric science; fostered the dialogue between differences, questioned discourses that reinforced discriminations and stereotypes, intended pre-established contents and instituted processes for the constitution of teachers capable of (re)creating practices that articulate chemical knowledge and Africanities in chemistry teaching.

This paper presents the results of a participant research. We represent the science class-room as conditioned by the heterogeneity of the identities constituting it from positions that are defined and legitimized by our social structure. We present a pedagogical intervention (PI) entitled “Traditional knowledge of African-matrix peoples and communities”. The PI was audio and video recorded and analyzed using Discourse Analysis. Our results show that the religiosity of Brazilian African-matrix is nowadays a resignification of the cults of various ethnic groups in the African continent, in this sense, the plants and leaves were incorporated to people’s everyday life. Plants perform a sacral role of symbolic value and a functional role through its chemical components. We understand scientific knowledge is not traditional knowledge, but it relates to it. Our results show how it is possible to bring these topics to the Chemistry class-room. To establish a dialogue among these various forms of interacting with the world is necessary to break up with the epistemicide reaching our classrooms.