A????es afirmativas e a????o pedag??gica na educa????o: a aplica????o da Lei 10.639/2003 na sala de aula

• Ano de defesa: 2017
• Autor(a) principal: G??es, Djalma Lopes
• Orientador(a): Mafra, Jason Ferreira
• Banca de defesa: Mafra, Jason Ferreira, Coelho, Edgar Pereira, Baptista, Ana Maria Haddad, Vieira, Jos?? Lu??s, Vercelli, L??gia de Carvalho Ab??es
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gest??o e Pr??ticas Educacionais
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: pr??tica pedag??gica; forma????o de professor; cultura afro-brasileira; lei 10.639/2003; Paulo Freire
• Palavras-chave em Inglês: teaching practice; teacher training; afro-brazilian culture; law 10.639/2003
• Palavras-chave em Espanhol: pr??ctica pedag??gica; formaci??n del profesorado; cultura afro-brasile??a; ley 10.639/2003
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1690

The present dissertation arises from concerns regarding the application of Law 10.639/2003, which modified article 26 of the Law on Guidelines and Bases of National Education and obligatorily included the theme "History and Afro-Brazilian Culture" in the official curriculum of Basic Education. Its object is the pedagogical materialization of this Law and its regulatory rules in the hand of the teachers of a School of Basic Education of the Official Education Network of the State of S??o Paulo. Therefore, the paper examines the possibilities and difficulties encountered in the construction process of a school praxis in accordance with the guidelines of Law 10.639/03. The central theoretical reference of this work is Paulo Freire's pedagogical conception, taking the concept of awareness as the category of analysis. The hypothesis of this dissertation is based on the assertion that the school teachers' awareness of ethno-racial problems, resulting from their biographies in the social movement, is decisive for their engagement in the pedagogical work of implementing the guidelines of said Law. Of this research goes through the discussions about the history of oppression and resistance in relation to the black question until the configuration of the conquest of Law 10.639/03 as affirmative action claimed by the black community and consecrated as a right and a duty of Brazilian society, culminating with the Implementation process of their guidelines in school. This case study research, in addition to the critical dialogue with different authors that deal with the subject matter and the critical reading of legal documents related to the object in question, uses quantitative and qualitative methodological procedures to collect information through questionnaires, focus group and Semi-structured interview with teachers of Basic Education. This case study demonstrated that the implementation of the guidelines of Law 10639/03 in the school unit, in addition to whether or not the institutional management adheres to compliance with this legal determination, establishes a direct relationship with the biographical trajectory of the political-pedagogical awareness process of the Educators and educators who engage in educational work on ethnic-racial issues in school.