Relações étnico-raciais, história e cultura afro-brasileira e africana no currículo do ensino fundamental 2 : um estudo de caso
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2018
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O Brasil tem um problema com a questão racial. No século XXI, para buscar diminuir as
desigualdades sociais e respeitar a historicidade das populações que povoaram o território,
foram criadas as políticas afirmativas, dessa forma o tema afrodescendentes compõe as
políticas públicas de ação afirmativa para o ensino e cidadania. Dentre essas ações existem as
leis e outros dispositivos legais que tratam da obrigatoriedade do Ensino da História e da
Cultura Afro-Brasileira e Africana, bem como das Relações Étnico-Raciais, que devem ser
praticadas no ambiente escolar. Assim, buscamos identificar elementos de cunho Afro
importantes à fundamentação deste trabalho a partir de uma pesquisa bibliográfica e de
campo, usando a metodologia de análise qualitativa. No processo investigativo foi realizada
observação, entrevista aos docentes e gestores e rodas de conversa com os discentes, do 6º ao
8º ano. Nesse processo, buscamos identificar como são aplicadas as orientações contidas nos
normativos legais concernentes às Relações Étnico-Raciais, História e Cultura Afro-Brasileira
e Africana, vivenciadas em uma escola quilombola e rural do município Novo Oriente, Ceará.
Ainda, construir coletivamente com os principais envolvidos da área de Ciências Humanas do
município em questão, o memorial do pesquisador sobre sua descendência e relação afrobrasileira,
contribuindo para as escolas municipais e valorização dos dispositivos legais, com
mais um acervo afro-brasileiro. O embasamento teórico se deu, principalmente, através do
estudo de obras como Barbosa (2004); Brasil (2013); Bizzo (2009); Camargo (2015); Dantas
(2009); Galvão (2010); Lima (2009); Máximo (2015); Munanga & Gomes (2008); Skidmore
(2012); Silva (2014); Veras (2014) que fazem registro documental, em teses, artigos e
dissertações, qualificando as relações étnico-raciais, no cenário nacional brasileiro.
Percebemos que a escola envolvida na pesquisa tem trabalhado a questão afro, buscando
melhorar o relacionamento étnico-racial envolvendo todos os integrantes da escola e
comunidades locais, o respeito as diferenças de raça, cor e credo religioso, bem como
instigando a auto declaração étnico-racial dos alunos. Contudo, percebemos que há
necessidade de ampliação da formação continuada para conhecimento das leis nos:
10.639/2003 e 11.645/2008, bem como de outros dispositivos legais que tratam das questões
em foco, para que os profissionais possam trabalhar com mais eficiência o conteúdo afro e
consigam identificar e combater formas de racismo, preconceitos e desigualdades existentes
na escola envolvida na pesquisa.
Brazil has a problem with the racial issue. In the twenty-first century affirmative policies aim to minimize the situation and establish relations of respect and equality, among these actions there are laws and other legal provisions that deal with the obligation of Teaching History and Afro-Brazilian and African Culture, as well as Ethnic Relations -Racais, which should be practiced in the school environment. Thus, we seek to identify elements of Afro imprint that are important to the foundation of this work, based on a bibliographical and field research, using the methodology of qualitative analysis. In the investigative process, observation, interviews with teachers and managers, and conversation with students, from the 6th to the 8th grades were carried out. In this process, we sought to identify how the guidelines contained in the legal norms concerning Ethnic-Racial Relations, Afro-Brazilian and African History and Culture, lived in a quilombola and rural school in the municipality of Novo Oriente, Ceará, are applied. Also, build collectively with the main involved in the area of Human Sciences of the municipality in question, the researcher's memorial on their descendants and Afro-Brazilian relationship, contributing to municipal schools and enhancement of legal provisions, with another Afro-Brazilian collection. The theoretical basis was based mainly on the authors' bibliographies: Barbosa (2004); Brazil (2013); Bizzo (2009); Camargo (2015); Dantas (2009); Galvão (2010); Lima (2009); Maximum (2015); Munanga & Gomes (2008); Skidmore (2012); Silva (2014); Veras (2014), who do documentary record, in theses, articles and dissertations, qualifying the ethnic-racial relations, in the Brazilian national scenario. We realize that the school involved in the research has been working on the Afro issue, seeking to improve the ethnic-racial relationship involving all members of the school and local communities, respect for differences in race, color and religious belief, as well as instigating ethnic- of the students. However, we realize that there is a need to expand continuing education for the knowledge of the laws: 10.639 / 2003 and 11.645 / 2008, as well as other legal devices that address the issues in focus, so that professionals can work more efficiently on Afro content and to identify and combat forms of racism, prejudice and inequalities in the school involved in the research.
Brazil has a problem with the racial issue. In the twenty-first century affirmative policies aim to minimize the situation and establish relations of respect and equality, among these actions there are laws and other legal provisions that deal with the obligation of Teaching History and Afro-Brazilian and African Culture, as well as Ethnic Relations -Racais, which should be practiced in the school environment. Thus, we seek to identify elements of Afro imprint that are important to the foundation of this work, based on a bibliographical and field research, using the methodology of qualitative analysis. In the investigative process, observation, interviews with teachers and managers, and conversation with students, from the 6th to the 8th grades were carried out. In this process, we sought to identify how the guidelines contained in the legal norms concerning Ethnic-Racial Relations, Afro-Brazilian and African History and Culture, lived in a quilombola and rural school in the municipality of Novo Oriente, Ceará, are applied. Also, build collectively with the main involved in the area of Human Sciences of the municipality in question, the researcher's memorial on their descendants and Afro-Brazilian relationship, contributing to municipal schools and enhancement of legal provisions, with another Afro-Brazilian collection. The theoretical basis was based mainly on the authors' bibliographies: Barbosa (2004); Brazil (2013); Bizzo (2009); Camargo (2015); Dantas (2009); Galvão (2010); Lima (2009); Maximum (2015); Munanga & Gomes (2008); Skidmore (2012); Silva (2014); Veras (2014), who do documentary record, in theses, articles and dissertations, qualifying the ethnic-racial relations, in the Brazilian national scenario. We realize that the school involved in the research has been working on the Afro issue, seeking to improve the ethnic-racial relationship involving all members of the school and local communities, respect for differences in race, color and religious belief, as well as instigating ethnic- of the students. However, we realize that there is a need to expand continuing education for the knowledge of the laws: 10.639 / 2003 and 11.645 / 2008, as well as other legal devices that address the issues in focus, so that professionals can work more efficiently on Afro content and to identify and combat forms of racism, prejudice and inequalities in the school involved in the research.
Descrição
Orientação: Chrislene Carvalho dos Santos
Pereira Cavalcante ; co-orientação: António Teodoro
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, ENSINO, CURRÍCULOS ESCOLARES, DIVERSIDADE CULTURAL, ESTUDOS DE CASO, BRASIL, EDUCATION, TEACHING, SCHOOL CURRICULA, CULTURAL DIVERSITY, CASE STUDIES, BRAZIL