E eu, como sujeito, recuso a ser apenas objeto: reflexões sobre educação para as relações étnico-raciais a partir do ensino de biologia

This paper investigates the discourses on Education for Ethnic-Racial Relations produced in Biology Teaching. We analyzed the publications of the SBEnbio Teaching Journal (REnBio) from 2022 to 2024. Based on a methodological arrangement, 29 publications were selected. Based on a theoretical approach with the studies of Michel Foucault, Thomas Popkewitz and Marcia Ferreira, we adopted a discursive approach, identifying the production of discourses and statements on the theme, avoiding univocal explanations. In our analysis, we highlight the production of discourses linked to overcoming Eurocentric curricula, to Teacher Training as a space for Education on Ethnic-Racial Relations, to the effects produced by laws 10.639/2003 and 11.645/2008 in school and teacher training spaces, to the openness to new epistemologies and the manufacturing of teaching materials and pedagogical practices that produce positive ethnic-racial relations. We assume that such statements end up legitimizing visions of Education for Ethnic-Racial Relations in Biology Teaching, through discursive regularities. We therefore argue that understanding such regularities provides differentiated analyses, which discredit essentialized fixations and mobilize us for an anti-racist Biology Teaching. Keywords: Curriculum History; Discourse; Education for Ethnic-Racial Relations; Biology Teaching