Capoeira da educação infantil: relações étnico-raciais na formação de professores
Ano de defesa: | 2018 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual da Paraíba
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação Profissional em Formação de Professores - PPGPFP
|
Departamento: |
Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
|
País: |
Brasil
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede.bc.uepb.edu.br/jspui/handle/tede/2945 |
Resumo: | Capoeira is a modality of Brazilian art that has been marginalized during its historicsocial trajectory. Before the prejudice relating to this immaterial cultural manifestation, its practitioners faced many challenges, whether concerning to the pursuit for recognition and appreciation of capoeira as well as to its insertion as an educational practice into the realm of formal education, which importance in teaching practice may become a starting point for methodological approaches usable in the context of Child Education in order to experience the ethnical-racial thematic. Starting from this premise, this study had as a general objective to analyze in which measure Child Education teachers from the Nursery and Municipal Pre-School Professora Alcide Cartaxo Loureiro, localized at Campina Grande-PB (Brazil) develop pedagogical actions involving capoeira as a school activity related to AfroBrazilian culture. The investigation focused on pedagogical actions consisting on the exercise of capoeira in educational practices as an element of Afro-Brazilian culture. Our proposal aimed to discuss education for ethnical-racial relationships in the dominion of Child Education Teachers’ Training, considering capoeira within a so to speak “formal” educational context. As a theoretical support, we took the assumptions by Silva and Heine (2008), Nóvoa (2011), Colin Heywood (2004), Abramowicz & Oliveira (2006), Ibernón (2009), Silva (2007), Gomes (2005), Severino (2002) and Corsaro (2011), among others. Methodologically, the work was characterized as a qualitative action research, according to Severino’s (2002) concept, in articulation with Bardin’s (2011) content analysis. Research subjects consisted on ten teachers who participated of continuous training plus two capoeira teachers belonging to the Educational Unit under research. We utilized investigative instruments such as semi structured interview, participant observation, field log and questionnaires. The analysis contemplated the discussion about teaching practice and continuous teaching training. Our claim is that Educational Units acting in Child Education work as privileged spaces for teacher training by taking human necessities and experiences lived by these professionals as a start in order to reflect/discuss the way capoeira is inserted in basic education as an immaterial cultural manifestation. Similarly, we took into consideration how black subjects have been culturally represented in Educational Units in regard to the social reflects of prejudice and racial discrimination against black people and their cultural heritage. We also considered the difference between an epistemology of capoeira within and from Child Education. By analyzing teachers’ practices and their dialogue with education for ethnic-racial relations in childhood, as we conducted in this research, we verified that capoeira was a reality in the institution, but it happened inconstantly. It was experienced only by the teachers. Thus, it set up what we epistemologically call Capoeira in Early Childhood Education. |
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Araújo, Patrícia Cristina de AragãoIvazaki, Ana Claudia Dias2018-04-03T11:36:07Z2018-03-19Ivazaki, Ana Claudia Dias. Capoeira da educação infantil: relações étnico-raciais na formação de professores. 2018. 196f. Dissertação( Programa de Pós-Graduação Profissional em Formação de Professores - PPGPFP) - Universidade Estadual da Paraíba, Campina grande, PB.http://tede.bc.uepb.edu.br/jspui/handle/tede/2945Capoeira is a modality of Brazilian art that has been marginalized during its historicsocial trajectory. Before the prejudice relating to this immaterial cultural manifestation, its practitioners faced many challenges, whether concerning to the pursuit for recognition and appreciation of capoeira as well as to its insertion as an educational practice into the realm of formal education, which importance in teaching practice may become a starting point for methodological approaches usable in the context of Child Education in order to experience the ethnical-racial thematic. Starting from this premise, this study had as a general objective to analyze in which measure Child Education teachers from the Nursery and Municipal Pre-School Professora Alcide Cartaxo Loureiro, localized at Campina Grande-PB (Brazil) develop pedagogical actions involving capoeira as a school activity related to AfroBrazilian culture. The investigation focused on pedagogical actions consisting on the exercise of capoeira in educational practices as an element of Afro-Brazilian culture. Our proposal aimed to discuss education for ethnical-racial relationships in the dominion of Child Education Teachers’ Training, considering capoeira within a so to speak “formal” educational context. As a theoretical support, we took the assumptions by Silva and Heine (2008), Nóvoa (2011), Colin Heywood (2004), Abramowicz & Oliveira (2006), Ibernón (2009), Silva (2007), Gomes (2005), Severino (2002) and Corsaro (2011), among others. Methodologically, the work was characterized as a qualitative action research, according to Severino’s (2002) concept, in articulation with Bardin’s (2011) content analysis. Research subjects consisted on ten teachers who participated of continuous training plus two capoeira teachers belonging to the Educational Unit under research. We utilized investigative instruments such as semi structured interview, participant observation, field log and questionnaires. The analysis contemplated the discussion about teaching practice and continuous teaching training. Our claim is that Educational Units acting in Child Education work as privileged spaces for teacher training by taking human necessities and experiences lived by these professionals as a start in order to reflect/discuss the way capoeira is inserted in basic education as an immaterial cultural manifestation. Similarly, we took into consideration how black subjects have been culturally represented in Educational Units in regard to the social reflects of prejudice and racial discrimination against black people and their cultural heritage. We also considered the difference between an epistemology of capoeira within and from Child Education. By analyzing teachers’ practices and their dialogue with education for ethnic-racial relations in childhood, as we conducted in this research, we verified that capoeira was a reality in the institution, but it happened inconstantly. It was experienced only by the teachers. Thus, it set up what we epistemologically call Capoeira in Early Childhood Education.A capoeira é uma modalidade de arte brasileira e tem sido marginalizada no decorrer da sua trajetória histórico-social. Diante do preconceito em relação a essa manifestação cultural imaterial, seus praticantes enfrentaram muitos desafios, seja no que concerne à luta pelo reconhecimento e valorização da capoeira, seja no que se refere à sua inserção como prática educativa no espaço educacional formal, onde sua importância na prática docente pode ser ponto de partida de abordagens metodológicas que o professorado pode utilizar no contexto da Educação Infantil para vivenciar a temática étnico-racial. Partindo desta premissa, o presente estudo tem por objetivo geral analisar em que medida os professores de Educação Infantil da Creche e Pré-Escola Municipal Professora Alcide Cartaxo Loureiro, localizada em Campina Grande-PB, desenvolvem ações pedagógicas envolvendo a atividade de capoeira da escola na abordagem da cultura afro-brasileira em suas práticas educativas. A investigação centra-se nas ações pedagógicas que constituem o exercício da capoeira nas práticas educativas como elemento da cultura afrobrasileira. Nossa proposta visa a discutir a educação para as relações étnico-raciais à luz da formação de professores de Educação Infantil mediante a abordagem da capoeira no contexto educacional dito “formal”. Tomamos como apoio os pressupostos teóricos de Silva e Heine (2008), Nóvoa (2011), Colin Heywood (2004), Abramowicz e Oliveira (2006), Ibernón (2009), Silva (2007), Gomes (2005), Severino (2002), Corsaro (2011), entre outros. Do ponto de vista metodológico, o trabalho caracteriza-se como sendo de cunho qualitativo do tipo pesquisa-ação, conforme o conceito de Severino (2002), em articulação com a análise de conteúdo de Bardin (2011). Os sujeitos da pesquisa consistiram em dez docentes que participaram da formação continuada e os dois professores de capoeira da Unidade Educacional pesquisada. Utilizamos como instrumentos a entrevista semiestruturada, a observação participante, o diário de campo e os questionários. A pesquisa situa-se no campo de discussão sobre a prática docente e a formação continuada do professor. Compartilhamos o pensamento de que as Unidades Educacionais que atuam na educação da infância funcionam como espaços privilegiados para a formação docente. Partimos das suas vivências e necessidades humanas desses profissionais para refletir/discutir acerca da forma pela qual a capoeira na Educação Básica, em sua qualidade de manifestação cultural imaterial, e o sujeito negro têm sido culturalmente representados nas Unidades Educacionais, considerando os reflexos sociais do preconceito e da discriminação do povo negro e da sua herança cultural, de modo a trazer reflexões acerca da diferença entre a epistemologia capoeira na e capoeira da Educação Infantil. Ao analisarmos as práticas das professoras regentes e o seu diálogo com a educação para as relações étnico-raciais na infância no campo da pesquisa, verificamos que a capoeira era uma realidade na instituição, mas de maneira inconstante, sendo vivenciadas apenas pelas docentes, constituindo-se, assim, o que epistemologicamente chamamos de Capoeira na Educação Infantil.Submitted by Ricardo Carrasco (ricardogc84@uepb.edu.br) on 2018-03-28T11:41:58Z No. of bitstreams: 1 PDF - Ana Claudia Dias Ivazaki.pdf: 42268132 bytes, checksum: dcae63779b8df7087bd22e27db8ebe3d (MD5)Approved for entry into archive by Luciana Medeiros (luciana@uepb.edu.br) on 2018-04-03T11:36:07Z (GMT) No. of bitstreams: 1 PDF - Ana Claudia Dias Ivazaki.pdf: 42268132 bytes, checksum: dcae63779b8df7087bd22e27db8ebe3d (MD5)Made available in DSpace on 2018-04-03T11:36:07Z (GMT). No. of bitstreams: 1 PDF - Ana Claudia Dias Ivazaki.pdf: 42268132 bytes, checksum: dcae63779b8df7087bd22e27db8ebe3d (MD5) Previous issue date: 2018-03-19application/pdfhttp://tede.bc.uepb.edu.br/jspui/retrieve/6689/PDF%20-%20Ana%20Claudia%20Dias%20Ivazaki.pdf.jpgporUniversidade Estadual da ParaíbaPrograma de Pós-Graduação Profissional em Formação de Professores - PPGPFPUEPBBrasilPró-Reitoria de Pós-Graduação e Pesquisa - PRPGP1. Formação de professores. 2. Educação infantil. 3. Capoeira. 4. Educação étnico-racial. 5. Cultura afro-brasileira. 6. Prática docente.CIENCIAS SOCIAIS APLICADASCapoeira da educação infantil: relações étnico-raciais na formação de professoresinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis5620692928460873310600600600524871450381110278-1988061944270133392info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEPBinstname:Universidade Estadual da Paraíba (UEPB)instacron:UEPBTHUMBNAILPDF - Ana Claudia Dias Ivazaki.pdf.jpgPDF - Ana Claudia Dias Ivazaki.pdf.jpgimage/jpeg5340http://tede.bc.uepb.edu.br/jspui/bitstream/tede/2945/3/PDF+-+Ana+Claudia+Dias+Ivazaki.pdf.jpg56f3034e1047cc2221e90c9b55ae0363MD53ORIGINALPDF - Ana Claudia Dias Ivazaki.pdfPDF - Ana Claudia Dias Ivazaki.pdfapplication/pdf42268132http://tede.bc.uepb.edu.br/jspui/bitstream/tede/2945/2/PDF+-+Ana+Claudia+Dias+Ivazaki.pdfdcae63779b8df7087bd22e27db8ebe3dMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81960http://tede.bc.uepb.edu.br/jspui/bitstream/tede/2945/1/license.txt6052ae61e77222b2086e666b7ae213ceMD51tede/29452018-04-04 01:16:11.492oai:tede.bc.uepb.edu.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede.bc.uepb.edu.br/jspui/PUBhttp://tede.bc.uepb.edu.br/oai/requestbc@uepb.edu.br||opendoar:2018-04-04T04:16:11Biblioteca Digital de Teses e Dissertações da UEPB - Universidade Estadual da Paraíba (UEPB)false |
dc.title.por.fl_str_mv |
Capoeira da educação infantil: relações étnico-raciais na formação de professores |
title |
Capoeira da educação infantil: relações étnico-raciais na formação de professores |
spellingShingle |
Capoeira da educação infantil: relações étnico-raciais na formação de professores Ivazaki, Ana Claudia Dias 1. Formação de professores. 2. Educação infantil. 3. Capoeira. 4. Educação étnico-racial. 5. Cultura afro-brasileira. 6. Prática docente. CIENCIAS SOCIAIS APLICADAS |
title_short |
Capoeira da educação infantil: relações étnico-raciais na formação de professores |
title_full |
Capoeira da educação infantil: relações étnico-raciais na formação de professores |
title_fullStr |
Capoeira da educação infantil: relações étnico-raciais na formação de professores |
title_full_unstemmed |
Capoeira da educação infantil: relações étnico-raciais na formação de professores |
title_sort |
Capoeira da educação infantil: relações étnico-raciais na formação de professores |
author |
Ivazaki, Ana Claudia Dias |
author_facet |
Ivazaki, Ana Claudia Dias |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Araújo, Patrícia Cristina de Aragão |
dc.contributor.author.fl_str_mv |
Ivazaki, Ana Claudia Dias |
contributor_str_mv |
Araújo, Patrícia Cristina de Aragão |
dc.subject.por.fl_str_mv |
1. Formação de professores. 2. Educação infantil. 3. Capoeira. 4. Educação étnico-racial. 5. Cultura afro-brasileira. 6. Prática docente. |
topic |
1. Formação de professores. 2. Educação infantil. 3. Capoeira. 4. Educação étnico-racial. 5. Cultura afro-brasileira. 6. Prática docente. CIENCIAS SOCIAIS APLICADAS |
dc.subject.cnpq.fl_str_mv |
CIENCIAS SOCIAIS APLICADAS |
description |
Capoeira is a modality of Brazilian art that has been marginalized during its historicsocial trajectory. Before the prejudice relating to this immaterial cultural manifestation, its practitioners faced many challenges, whether concerning to the pursuit for recognition and appreciation of capoeira as well as to its insertion as an educational practice into the realm of formal education, which importance in teaching practice may become a starting point for methodological approaches usable in the context of Child Education in order to experience the ethnical-racial thematic. Starting from this premise, this study had as a general objective to analyze in which measure Child Education teachers from the Nursery and Municipal Pre-School Professora Alcide Cartaxo Loureiro, localized at Campina Grande-PB (Brazil) develop pedagogical actions involving capoeira as a school activity related to AfroBrazilian culture. The investigation focused on pedagogical actions consisting on the exercise of capoeira in educational practices as an element of Afro-Brazilian culture. Our proposal aimed to discuss education for ethnical-racial relationships in the dominion of Child Education Teachers’ Training, considering capoeira within a so to speak “formal” educational context. As a theoretical support, we took the assumptions by Silva and Heine (2008), Nóvoa (2011), Colin Heywood (2004), Abramowicz & Oliveira (2006), Ibernón (2009), Silva (2007), Gomes (2005), Severino (2002) and Corsaro (2011), among others. Methodologically, the work was characterized as a qualitative action research, according to Severino’s (2002) concept, in articulation with Bardin’s (2011) content analysis. Research subjects consisted on ten teachers who participated of continuous training plus two capoeira teachers belonging to the Educational Unit under research. We utilized investigative instruments such as semi structured interview, participant observation, field log and questionnaires. The analysis contemplated the discussion about teaching practice and continuous teaching training. Our claim is that Educational Units acting in Child Education work as privileged spaces for teacher training by taking human necessities and experiences lived by these professionals as a start in order to reflect/discuss the way capoeira is inserted in basic education as an immaterial cultural manifestation. Similarly, we took into consideration how black subjects have been culturally represented in Educational Units in regard to the social reflects of prejudice and racial discrimination against black people and their cultural heritage. We also considered the difference between an epistemology of capoeira within and from Child Education. By analyzing teachers’ practices and their dialogue with education for ethnic-racial relations in childhood, as we conducted in this research, we verified that capoeira was a reality in the institution, but it happened inconstantly. It was experienced only by the teachers. Thus, it set up what we epistemologically call Capoeira in Early Childhood Education. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-04-03T11:36:07Z |
dc.date.issued.fl_str_mv |
2018-03-19 |
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Ivazaki, Ana Claudia Dias. Capoeira da educação infantil: relações étnico-raciais na formação de professores. 2018. 196f. Dissertação( Programa de Pós-Graduação Profissional em Formação de Professores - PPGPFP) - Universidade Estadual da Paraíba, Campina grande, PB. |
dc.identifier.uri.fl_str_mv |
http://tede.bc.uepb.edu.br/jspui/handle/tede/2945 |
identifier_str_mv |
Ivazaki, Ana Claudia Dias. Capoeira da educação infantil: relações étnico-raciais na formação de professores. 2018. 196f. Dissertação( Programa de Pós-Graduação Profissional em Formação de Professores - PPGPFP) - Universidade Estadual da Paraíba, Campina grande, PB. |
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Universidade Estadual da Paraíba |
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