Discurso de una maestra de biología acerca de las relaciones entre la cátedra de estudios afrocolombianos y las ciencias: Oportunidad para subsanar una deuda histórica

Abstract

This research aims to analyze the relationships between the Chair of Afro-Colombian Studies and the teaching of biology, as presented in the discourse of a natural sciences teacher. This study was conducted using a Participatory Action Research (PAR) methodology, initially identifying the teacher's historical/social position regarding racism. Subsequently, reflective meetings were organized on the legislation of the Chair of Afro-Colombian Studies, as well as previous studies on interculturality and science education. Finally, an educational proposal was co-designed to identify the relationships between the Chair and the teaching of biology from an environmental racism perspective. The information obtained during the PAR stages was organized, coded, and structured using Atlas.Ti and Iramuteq software. The results showed that the teacher's active, participatory, and critical stance toward racism permeated the establishment of relationships between the Chair and the teaching of biology, with social relationships predominating in the teaching unit. This process also fostered the teacher's development toward intercultural citizenship (type E), an "exercise of denouncing and fighting against historical oppression." It is concluded that the articulation of the Chair of Afro-Colombian Studies and the teaching of biology fundamentally requires changes in teachers as a result of reflection and questioning of their own discourse and educational policies.