A implementação da política de ensino de história e cultura Afro-Brasileira em escolas estaduais de Minas Gerais: dois estudos de caso

• Ano de defesa: 2021
• Autor(a) principal: Carneiro, Gabriela Carvalho Guimarães
• Orientador(a): Costa, Bruno Lazzarotti Diniz
• Banca de defesa: Costa, Bruno Lazzarotti Diniz, Souza, Rosânia Rodrigues de, Izaú, Vitória Régia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação João Pinheiro
• Programa de Pós-Graduação: Programa de Mestrado em Administração Pública
• Departamento: Escola de Governo Professor Paulo Neves de Carvalho
• País: Brasil
• Palavras-chave em Português: Ensino; História; Cultura Afro-Brasileira; Políticas Públicas; Minas Gerais; Brasil.[Lei n. 10.639, de 9 de janeiro de 2003]
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.fjp.mg.gov.br/handle/tede/533

This study intends to identify and analyze the implementation process of the public policy that teaches afro-Brazilian’s history and culture (law nº 10.639/2003), it’s difficulties and it’s determinants from the case of two state’s schools in Minas Gerais. It is a qualitative research, which used primary sources, were interviwed three actors from the Educational State Department, four actors from two Regional Educational Departments, and five actors from the two chosen schools. Also were used secondary sources, consulting Afroconsciência program’s reports, documents, and available data from communicational systems, besides others. The research has as theoretical basis the public policy implementation analysis, specifically the type of mutual adaptation implementation, highlighted by McLaughlin e Berman (1975) as the ideal way to contribute to educational change. There were exposed concepts and characteristics of macro and micro implementation dimensions, besides pointing characteristics of school’s culture and development, studied by Thurler (2001). The Educational State Department, and the Regional Educational Departments, especially Metropolitana C and Januária, were objects of the macro analysis. While the two schools chosen were objects of the microanalysis. As a conclusion, the policy needs to be institutionalized at the macro dimension, while micro dimensions’ aspects are more strengthened in both schools of the case study. Nevertheless, the state of Minas Gerais has challenges at the educational field and at the fight of racism.