This thesis study has as its research object, the theme of Ethnic-Racial Diversity in the final
years of Science Teaching, in the Political-Pedagogical Project (PPP) in three public teaching
institutions in Pará. The general objective is to analyze the place of the theme of Education of
Ethnic-Racial Relations in Science Teaching, through the Political-Pedagogical Projects of
three public teaching institutions in Pará. Precisely, to map the specialized literature about Basic
Education and Science Teaching in Brazil; demonstrate the profile of the three public teaching
institutions in Pará; to weigh the organicity of the political-pedagogical projects of the
institutions of Pará, about dealing with the theme of Ethnic-Racial Diversity and to characterize
the productions of the Science teachers of the three institutions and the perspectives of the
ERER's treatment in the year's end of elementary school. The investigation was based on the
specialized literature on the dimensions that make it up: Science Teaching (KRASILCHIK,
1996; CARVALHO; PÉREZ, 2013; DELIZOICOV; ANGOTTI; PERNAMBUCO, 2017);
Ethnic-Racial Diversity and its dimensions (COELHO, 2005; GOMES, 2008, 2011;
VERRANGIA, 2009, 2013; COELHO; SOARES, 2016; COELHO; SILVA; SOARES, 2017;
W. COELHO; M. COELHO, 2018; REGIS; BASÍLIO, 2018) and Political-Pedagogical Project
(VEIGA, 2006; VASCONCELLOS, 2009). The feature of the study is based on conceptual
notions about field field, habitus, and scientific field (BOURDIEU, 2004b,
2017), representation (CHARTIER, 1991), and methodologically, with a view to a qualitative,
For the systematization and organicity of the empirical data, the study was divided into moment
1: bibliographic research of the object, moment 2: selection of the locus of investigation and
empirical materials, moment 3: study of the specialized literature on Ethnic-Racial Diversity
and Teaching of Science and moment 4: materialization and analysis of research data. Data
from the three political-pedagogical projects of public schools in Pará were analyzed through
some notes of the Content Analysis technique (BARDIN, 2016). The results point to a pressing
demand for research on ERER and Science Teaching in the final years of Elementary School,
because despite the slight advance, it is still a growing field. From the empirical data, we infer
that the PPPs of schools in Pará, with regard to Science Teaching and ERER, call for an
organically systematized, continuous work, since the documents present weaknesses and the
urgency in the treatment and pedagogical confrontation of the theme, in addition to the need for
detailed deepening in the final years of Elementary School, in Science Teaching.
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