A história, a cultura negra e as relações raciais na escola: da percepção dos docentes às possibilidades de trabalho com a temática racial

• Ano de defesa: 2016
• Autor(a) principal: Bonifácio, Welberg Vinicius Gomes
• Orientador(a): Vreeswijk, Anna Maria Dias
• Banca de defesa: Vreeswijk, Anna Maria Dias, Reis, Marlene Barbosa de Freitas, Rabelo, Danilo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
• País: Brasil
• Palavras-chave em Português: Educação e relações raciais; Lei 10639/03; Ensino de História e Geografia; Interdisciplinaridade
• Palavras-chave em Inglês: Education and racial relations; Brazilian Law 10,639/03; History and Geography teaching; Inter-discipline
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/6257

Lately, it has been each time more evident the importance of lectures regarding racial topics when it comes to different social fields, mostly educational ones, fact based on Brazilian Law 10,639/03, which establishes the obligatoriness of the insertion of “História e Cultura Afro-Brasileira” (Afro-Brazilian History and Culture) in the official national educational curriculum. This law came as a complement of Lei de Diretrizes e Bases da Educação Nacional – Lei 9.394/96 (Law of National Education Instructions and Base – Law 9,394/96) and brings up the importance of the history and traditions of African origins and the study of racial relations to human formation of Brazilian youngsters and children. Therefore, having the school as geographic cutout reference, and understanding the aforementioned as locus of production, reproduction, and development of social and cultural relations; whereas this environment is loaded of subjectivity in human relations, being a place of co-living, and result of the collectivity of its composing groups, exceeding the boundaries of teaching/learning; and that it is essential to the intellectual, moral, social, and cultural improvement. Thus, by exploring the particularities of school environment, it was possible to reach comprehension and contributions of such spaces to the development of social relations that are historically constituted. Through case study, this research was directed to a public school, member of Rede Estadual de Ensino de Goiás, at the city of Goiânia, which is the capital of the State of Goiás and has an approximate population of 1.3 million inhabitants, of which 49% are of black people and pardos1 (both considered negroes2 by IBGE, the Brazilian institute of Geography and Statistics), 48% are white (Caucasians) and 3% are yellow3 and indigenous. The school is located at the Northwest region of the city, which aggregates 13% of the municipal’s population and that presents the worst indicators of social infrastructure, besides the biggest violence ratio and a history marked by socio-spatial segregation. The reflections that motivated this investigation are related to the measures that have been adopted at the city of Goiânia to enforce the Law 10,639/03, having us think if and how schools have executed specific projects that embrace this theme; if schools and teachers are prepared to approach, in the classroom and outside, topics related to racial issues; and which initiatives are being adopted by Secretaria Estadual de Educação (the State Educational Agenda) that allows the law enforcement. Hence, this research analyzed, in Goiânia, based on the inquiries, what is the perception of teachers regarding tasks with the racial question, and presented a proposal that may contribute to the teaching proceeding and that it may provide an education to the racial matters at the school.