A repercussão da lei 10.639/2003 na educação básica nas escolas municipais da cidade de Breves-PA
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2015
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A Lei 10.639/03 tornou obrigatório no Brasil o ensino da História e Cultura Afro-Brasileira em todos os estabelecimentos de ensino da educação básica, neste sentido este estudo teve como objetivo geral mapear e analisar a repercussão da Lei 10.639/03 nas escolas municipais do município de Breves-Pará. E como objetivos específicos verificar se professores e gestores da rede municipal de ensino tiveram acesso a Lei 10.639; Identificar as ações que a Secretaria Municipal de Educação tem feito para implementar a referida lei no currículo escolar da educação básica; Caracterizar o perfil dos professores que atuam na rede municipal em relação a escolarização e a auto identificação étnico-racial; Apontar dificuldades/facilidades que o docente encontra para abordar a temática em sala de aula. O estudo foi desenvolvido por meio de abordagem quantitativa e qualitativa, por meio de questionário com oitenta professores do ensino fundamental nas diversas disciplinas. Mais de 80% dos educadores afirmam que a escola ainda não implementou a respectiva Lei em seus currículos, porque muitos educadores se sentem inseguros em trabalhar a temática em sala de aula. Constataram-se também obstáculos que os professores enfrentam para cumprimento da respectiva Lei nas escolas, tais como: a ausência de cursos de formação inicial e continuada sobre o ensino da história e cultura afro-brasileira, a falta de materiais pedagógicos referentes ao tema nas escolas e a falta do debate entre os próprios professores. Outro item perceptível nesse estudo foi a constatação do racismo e do preconceito racial nos ambientes escolares, especialmente nas salas de aula. Com isso conclui-se que há que se fornecer aos educadores suporte pedagógico para que os mesmos possam atuar de forma efetiva no combate ao preconceito e o racismo dentro das escolas e efetivamente colocar a Lei em prática nas escolas.
Law 10,639/03 became mandatory in Brazil the teaching of History and Afro-Brazilian Culture in all of basic education schools in this sense this study aimed to map and analyze the impact of Law 10.639/03 in municipal schools Brief city of Para. And aimed at verifying teachers and managers of municipal schools had access to Law 10.639; Identify the actions that the City Department of Education has done to implement this law in the curriculum of basic education; To characterize the profile of teachers working in public schools for education and self ethnic-racial identification; Pointing difficulties/facilities that the teacher is to address the issue in the classroom. The study was conducted through quantitative and qualitative approach, through a questionnaire eighty elementary school teachers in the various disciplines. Over 80% of teachers say that the school has not yet implemented the relevant law in their curricula because many educators feel insecure in the thematic work in the classroom. It was also obstacles that teachers face in the discharge of their law schools, such as the lack of initial and continuing education courses on the teaching of history and african-Brazilian culture, the lack of teaching materials related to the subject in schools and the lack of debate among teachers themselves. Another noticeable item in this study was the finding of racism and racial prejudice in school environments, especially in the classroom. Thus it is concluded that it is necessary to provide pedagogical support educators so that they can act effectively to combat prejudice and racism within schools and effectively put the Law into practice in schools.
Law 10,639/03 became mandatory in Brazil the teaching of History and Afro-Brazilian Culture in all of basic education schools in this sense this study aimed to map and analyze the impact of Law 10.639/03 in municipal schools Brief city of Para. And aimed at verifying teachers and managers of municipal schools had access to Law 10.639; Identify the actions that the City Department of Education has done to implement this law in the curriculum of basic education; To characterize the profile of teachers working in public schools for education and self ethnic-racial identification; Pointing difficulties/facilities that the teacher is to address the issue in the classroom. The study was conducted through quantitative and qualitative approach, through a questionnaire eighty elementary school teachers in the various disciplines. Over 80% of teachers say that the school has not yet implemented the relevant law in their curricula because many educators feel insecure in the thematic work in the classroom. It was also obstacles that teachers face in the discharge of their law schools, such as the lack of initial and continuing education courses on the teaching of history and african-Brazilian culture, the lack of teaching materials related to the subject in schools and the lack of debate among teachers themselves. Another noticeable item in this study was the finding of racism and racial prejudice in school environments, especially in the classroom. Thus it is concluded that it is necessary to provide pedagogical support educators so that they can act effectively to combat prejudice and racism within schools and effectively put the Law into practice in schools.
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Orientação: Maria Margarido Pires ; co-orientação: Ricardo Figueiredo Pinto
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, FORMAÇÃO DE PROFESSORES, CURRÍCULOS ESCOLARES, LEGISLAÇÃO, HISTÓRIA DA CULTURA, ESTUDOS DE CASO, BRASIL, PARÁ, EDUCATION, TEACHERS EDUCATION, SCHOOL CURRICULA, LEGISLATION, CULTURAL HISTORY, CASE STUDIES, BRAZIL, PARÁ