História e cultura afro-brasileira e sua interface com a educação física
Miniatura indisponível
Data
2019
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Examinam-se os traços característicos de quem está cumprindo ao rigor da Lei, o ensino de
História e Cultura Afro-Brasileira e/ou Africana nas Instituições de Educação Superior em São
Luís do Maranhão; analisam-se os avanços, a repercussão e a aceitação diante da implantação
da referida temática, e como os professores de Educação Física estão utilizando esses
conhecimentos. A investigação utilizou como sujeitos os docentes e discentes de 2 (dois)
estabelecimentos acadêmicos em São Luís/MA, onde se percebeu, pelo momento, uma
fragilidade na aplicação do tema por parte dos mestres, em particular a inserção no âmbito de
seus currículos. Embora, de certa forma, favoreçam o acesso de afrodescendentes no curso
superior, por meio de programas do Governo Federal. Com ressalva, somente a Faculdade
Estácio de São Luís que criou uma disciplina denominada “Práticas Corporais
Afrodescendentes” no Curso de Educação Física, mas que somente funcionou no período de
2011 a 2014. Ressalta-se uma iniciativa mais recente da Universidade Federal do Maranhão
(2016), a qual inaugurou no Curso de Licenciatura em Educação Física a disciplina “Cultura
Corporal e Diversidade Étnico-Racial”. Quanto aos procedimentos metodológicos, a presente
pesquisa fez uso do método quanti-qualitativo e de análise documental. Os dados foram
analisados com base em algumas dissertações sobre o assunto e nas produções de especialistas
na área de políticas educacionais, tais como Gomes (2001), Munanga (2003), Weisskopf
(2004), Mainardes (2011), dentre outros. Com relação aos resultados, constatou-se que o corpo
docente das instituições examinadas ainda precisa alterar o seu projeto pedagógico, bem como
reestruturar os seus currículos em consonância com os termos prescritos na legislação nº
9.394/96 e nos demais conjuntos de regras correlatas vigentes.
The characteristic traits of those who are complying to the rigor of the Law, with the teaching of Afro-Brazilian and / or African History and Culture in Higher Education Institutions in São Luís do Maranhão; We analyze the advances, the repercussion and the acceptance of the implementation of this theme, and how the Physical Education teachers are using this knowledge. The research used as subjects the teachers and students of 2 (two) academic establishments in São Luís / MA., where it was perceived, for the moment, a weakness in the application of the theme by the masters, in particular the insertion in the scope of their curricula. Although, in a way, they favor the access of people of African descent in higher education through Federal Government programs. With the exception, only Estácio de São Luís College, which created a discipline called “Afrodescendent Body Practices” in the Physical Education Course, but which only worked from 2011 to 2014. It is worth mentioning a more recent initiative of the Federal University of Maranhão (2016), which inaugurated the Physical Education and Ethnic-Racial Diversity Course in the Physical Education Degree Course. Regarding the methodological procedures, the present research made use of the quantitative and qualitative method and document analysis. The data were analyzed based on some dissertations on the subject and on the productions of specialists in the field of educational policies, such as Gomes (2001), Munanga (2003), and Weisskopf (2004), Mainardes (2011), among others. Regarding the results, it was found that the faculty of the institutions examined still need to change their pedagogical project, as well as restructure their curricula in accordance with the terms prescribed in legislation Nº. 9.394 / 96 and other related sets of rules in force.
The characteristic traits of those who are complying to the rigor of the Law, with the teaching of Afro-Brazilian and / or African History and Culture in Higher Education Institutions in São Luís do Maranhão; We analyze the advances, the repercussion and the acceptance of the implementation of this theme, and how the Physical Education teachers are using this knowledge. The research used as subjects the teachers and students of 2 (two) academic establishments in São Luís / MA., where it was perceived, for the moment, a weakness in the application of the theme by the masters, in particular the insertion in the scope of their curricula. Although, in a way, they favor the access of people of African descent in higher education through Federal Government programs. With the exception, only Estácio de São Luís College, which created a discipline called “Afrodescendent Body Practices” in the Physical Education Course, but which only worked from 2011 to 2014. It is worth mentioning a more recent initiative of the Federal University of Maranhão (2016), which inaugurated the Physical Education and Ethnic-Racial Diversity Course in the Physical Education Degree Course. Regarding the methodological procedures, the present research made use of the quantitative and qualitative method and document analysis. The data were analyzed based on some dissertations on the subject and on the productions of specialists in the field of educational policies, such as Gomes (2001), Munanga (2003), and Weisskopf (2004), Mainardes (2011), among others. Regarding the results, it was found that the faculty of the institutions examined still need to change their pedagogical project, as well as restructure their curricula in accordance with the terms prescribed in legislation Nº. 9.394 / 96 and other related sets of rules in force.
Descrição
Orientação: José Gregório Viegas Brás
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, POLÍTICA EDUCATIVA, EDUCAÇÃO FÍSICA, HISTÓRIA DA CULTURA, INTERDISCIPLINARIDADE, ESTUDOS DE CASO, BRASIL, EDUCATION, EDUCATIONAL POLICY, PHYSICAL EDUCATION, CULTURAL HISTORY, INTERDISCIPLINARITY, CASE STUDIES, BRAZIL