<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0187-893X</journal-id>
<journal-title><![CDATA[Educación química]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. quím]]></abbrev-journal-title>
<issn>0187-893X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Química]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-893X2025000100185</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2025.1.86327</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Plantas medicinais e a produção de tecnologias negrorreferenciadas na formação docente em Ciências/Química]]></article-title>
<article-title xml:lang="en"><![CDATA[Medicinal plants and the production of black-referenced technologies in teacher education in Science/Chemistry]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Faustino]]></surname>
<given-names><![CDATA[Gustavo Augusto Assis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bernardes]]></surname>
<given-names><![CDATA[Clarissa Alves Carneiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas]]></surname>
<given-names><![CDATA[Regina Nobre]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Thatianny Alves de Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruela]]></surname>
<given-names><![CDATA[Brunno André]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Fernando Rocha da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camargo]]></surname>
<given-names><![CDATA[Marysson Jonas Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Benite]]></surname>
<given-names><![CDATA[Anna Maria Canavarro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia  ]]></institution>
<addr-line><![CDATA[Uruaçu Goiás]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>36</volume>
<numero>1</numero>
<fpage>185</fpage>
<lpage>208</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2025000100185&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2025000100185&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2025000100185&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O currículo pode refletir e reproduzir diferentes sistemas de opressão. Dessa forma, urge a necessidade de trabalhar temáticas vinculadas às relações étnico-raciais na formação inicial e continuada de professores/as, por meio do deslocamento epistêmico ancorado na interculturalidade. Com elementos de uma pesquisa participante, nosso objetivo neste trabalho foi analisar e caracterizar o processo formativo dos/as pós-graduandos/as no desenvolvimento de um seminário, como etapa avaliativa da disciplina, no que diz respeito aos conhecimentos tradicionais sobre as plantas medicinais. Nossos resultados mostram a necessidade de superação das limitações impostas por uma visão eurocêntrica da realidade, principalmente na importância de discutir sobre os conhecimentos e tecnologias africanas e afrodiaspóricas na formação docente. Além disso, reconhecemos o quão importante é discutir sobre a produção de Ciência e Tecnologia Negrorreferenciadas. Dessa forma, nossos resultados mostram também a possibilidade de se trabalhar com os/as docentes de Ciências estratégias teórico-metodológicas que viabilizem o deslocamento epistêmico. Por fim, nossos resultados mostram que processos formativos como este parecem ter cumprido sua função social ao instigarem estes docentes em Ciências/Química a buscarem, para além do modelo engessado da sua formação, possibilidades de debater as tecnologias negrorreferenciadas nos currículos escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The curriculum can reflect and reproduce different systems of oppression. Thus, there is an urgent need to address themes related to ethnic-racial relations in the initial and continuing education of teachers, through an epistemic shift grounded in interculturality. Employing elements of participatory research, our objective in this study was to analyze and characterize the formative process of the postgraduate students in the development of a seminar as an evaluative stage of the discipline, concerning traditional knowledge of medicinal plants. Our results demonstrate the necessity of overcoming the limitations imposed by a Eurocentric view of reality, mainly regarding the importance of discussing African and Afro-diasporic knowledge and technologies in teacher education. In addition, we recognize the significance of discussing the production of Blackreferenced Science and Technology. Thus, our results also demonstrate the possibility of working with Science teachers on theoretical-methodological strategies that enable epistemic displacement. Lastly, our results indicate that formative processes like this seem to have fulfilled their social function by instigating these Science/Chemistry teachers to seek, beyond the rigid model of their training, possibilities of debating Black-referenced technologies into school curricula.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores/as]]></kwd>
<kwd lng="pt"><![CDATA[ciências e matemática]]></kwd>
<kwd lng="pt"><![CDATA[conhecimentos tradicionais]]></kwd>
<kwd lng="pt"><![CDATA[plantas medicinais]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[science and mathematics]]></kwd>
<kwd lng="en"><![CDATA[traditional knowledge]]></kwd>
<kwd lng="en"><![CDATA[medicinal plants]]></kwd>
</kwd-group>
</article-meta>
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