Literatura africana e afro- brasileira : a construção da identidade dos estudantes negros
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2017
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Esta investigação tem como questão de partida saber que uso os professores fazem acerca da literatura africana e afro-brasileira na construção da identidade dos estudantes negros da Rede Municipal de ensino da cidade do Recife. Assim sendo, as categorias eleitas nessa pesquisa centralizam-se nas políticas públicas, educação multicultural, identidade, literatura africana e afro-brasileira. A metodologia foi qualitativa privilegiando a abordagem teórico metodológica da Análise de Discurso (AD) na linha francesa (Orlandi,2005) . Esta investigação se justifica pela necessidade de viabilizar a inserção da temática no Ensino Fundamental, como demanda a Lei 10.639/03, que institui a inclusão da cultura e da história africanas e afro-brasileiras nesses níveis de ensino. Compreendemos que a investigação sobre temas que apontem a história e a cultura afro-brasileiras e africanas é de grande relevância para toda a sociedade brasileira, uma vez que essa é uma questão política e social que deve fazer parte do processo educativo, trabalhando a favor da formação democrática de cidadãos atuantes no centro de uma sociedade multicultural e pluriétnica. Os resultados apontam que os educadores no exercício de sua profissão sentem dificuldades perante certas situações de preconceito, alguns deles desconhecem a lei, embora que faça parte da Lei de Diretrizes e Bases da Educação Nacional, outros apesar de conhecerem, demonstram dificuldades para trabalhar com a temática, pois afirmam haver necessidade de mais formação por parte da Secretaria de Educação.
The starting point of this research is to understand the use that teachers can make about African and Afro-Brazilian literature in the construction of the identity of black students belonging to the municipal education net of Recife city. Thus, the categories chosen for this research are centered on public policies, multicultural education, identity, African and Afro-Brazilian literature. The methodology was qualitative, focusing on the theoretical methodological approach of French line Discourse Analysis (DA) (Orlandi, 2005). This research is justified by a need to make feasible the insertion of the Afro-Brazilian literature theme in elementary education as required by the Law 10.639/ 03, which institutes the inclusion of African and Afro-Brazilian culture and history content in elementary schools. I understand that an investigation on themes that consider Afro-Brazilian and African history and culture is of great relevance for the Brazilian society as a whole, since this is a political and social subject that should be part of the educational process, contributing for the democratic formation of active citizens in the scope of a multicultural and multiethnic nation. The results indicate that educators in the practice of their professions perceive difficulties in certain situations of prejudice. Some of them are not aware of the above-mentioned law, although it is part of the Law of Guidelines and Bases of National Education. Others, in spite of knowing the law, demonstrate difficulties to deal with such thematic, since they affirm that there is a need for more professional training on the part of the Secretariat of Education.
The starting point of this research is to understand the use that teachers can make about African and Afro-Brazilian literature in the construction of the identity of black students belonging to the municipal education net of Recife city. Thus, the categories chosen for this research are centered on public policies, multicultural education, identity, African and Afro-Brazilian literature. The methodology was qualitative, focusing on the theoretical methodological approach of French line Discourse Analysis (DA) (Orlandi, 2005). This research is justified by a need to make feasible the insertion of the Afro-Brazilian literature theme in elementary education as required by the Law 10.639/ 03, which institutes the inclusion of African and Afro-Brazilian culture and history content in elementary schools. I understand that an investigation on themes that consider Afro-Brazilian and African history and culture is of great relevance for the Brazilian society as a whole, since this is a political and social subject that should be part of the educational process, contributing for the democratic formation of active citizens in the scope of a multicultural and multiethnic nation. The results indicate that educators in the practice of their professions perceive difficulties in certain situations of prejudice. Some of them are not aware of the above-mentioned law, although it is part of the Law of Guidelines and Bases of National Education. Others, in spite of knowing the law, demonstrate difficulties to deal with such thematic, since they affirm that there is a need for more professional training on the part of the Secretariat of Education.
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Orientação: Maria Eduarda Margarido Pires; co-orientação: Maria das Graças Andrade
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM ADMINISTRAÇÃO ESCOLAR, EDUCAÇÃO, IDENTIDADE, EDUCAÇÃO MULTICULTURAL, LITERATURA AFRICANA, LITERATURA BRASILEIRA, POLÍTICA PÚBLICA, BRASIL, EDUCATION, IDENTITY, MULTICULTURAL EDUCATION, AFRICAN LITERATURE, BRAZILIAN LITERATURE, PUBLIC POLICY, BRAZIL