written by Alan Alves-Brito
published by the American Association of Physics Teachers
edited by Laura A. H. Wood, Meseret F. Hailu, and Verónica N. Vèlez

Physics and astronomy science teaching and communication play a key role in dismantling institutional and epistemic racisms that affect 56% of the Brazilian population. Based on the theoretical, methodological, and epistemological foundations of the recent discussions we have made in the field in Brazil, we reflect on the ways in which Critical Race Theory (CRT) has helped us understand and address the centrality and intersectionality of race, racism and power, ethnicity, and interculturality in differentiated education and communication projects in the physical sciences, focusing on Black, Quilombola (Maroons), and Indigenous populations. In a qualitative research approach, we characterize CRT, understanding what it is and why it is important in the field of education and communication of physics and astronomy in Brazil. We discuss concepts such as cosmopolitics and racialized cosmology articulated with CRT themes and principles. We examine practices of Brazilian teachers and communicators of Physical Sciences in the context of CRT. We outline a path to follow/map an agenda of critical approaches to establishing other perspectives for teaching and learning physics and astronomy, as well as their communication processes in Brazilian society, in order to promote racial equity in basic and higher education and in institutions dedicated to the promotion of scientific culture, such as science museums, observatories, and planetariums.

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Published August 6, 2024
Last Modified August 7, 2024

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