O IFRJ, em S?o Gon?alo, e a educa??o das rela??es ?tnico-raciais

• Ano de defesa: 2018
• Autor(a) principal: Bonif?cio, Cristiane Saraiva
• Orientador(a): Siss, Ahyas
• Banca de defesa: Siss, Ahyas , Oliveira, Otair Fernandes de , Nascimento, Alexandre do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas Populares
• Departamento: Instituto Multidisciplinar de Nova Igua?u; Instituto de Educa??o
• País: Brasil
• Palavras-chave em Português: ERER?s; LDBEN; forma??o continuada
• Palavras-chave em Inglês: Education of the Ethnic-Racial Relations; LDBE; continued education
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/6287

The changes occurred in the Law of Guidelines and Bases of National Education, LDBE, from the legislate laws as 10.639/2003 and 11.645/2008, brought hope of a new scenario in the field of Education of the Ethnic-Racial Relations, in Brazil. However, after almost two decades old of this first legal instrument and a decade of the second, respectively, considering the years 2003 and 2008, few changes are observed regarding the presence of teaching History and Culture of Afro-Brazilians and Indigenous population in the curricula of Bachelor of Arts. Thus, researches focused on continued education courses for teachers has become essential, among other possibilities, to make possible to identify the possible contributions, or not, for example in the specializations, to enforce what it was proposed by the laws mentioned. Therefore, conducting research, through a case study, or the commitment of institutions regarding the offer of courses directed to the Education of the Ethnic-Racial Relations, in the continued education, has become a differential so that it is possible to identify the main reasons why the hunker transformations at the beginning of this century, in education, concerning the Education of the Ethnic-Racial Relations, haven?t yet reached the expected levels in the insertion of the thematic in the syllabus of the programs, once these educational institutions, whether public or private, demonstrate great potential to meet the demand of the professionals in Education that the initial training didn?t contemplate, the multiculturalism and the diversity. In this way, this research is directed to a post-graduation course, offered by The Federal Institute of Education, Science and Technology of Rio de Janeiro (IFRJ in the Portuguese acronym), located in S?o Gon?alo city, Metropolitan area of the state. Although the research has been conceived under a qualitative approach, it was complemented by quantitative data, whose theoretical referential was built based on the publication of researchers as Bourdieu (1970, 1989 and 1998), Munanga (2010), Hasenbalg (1979), Siss (2003), Fanon (1979), Gomes (2005), Adorno (2010), Croch?k (2006), among others. Regarding the methodological procedure, interviews were applied in person and distance modality, using semi-structured questionnaires to three male teachers of the course, besides two former students of the IFRJ, who live in different places in Rio de Janeiro. The data collected, during the field stage, was analyzed based on elements of the discourse analysis, present in the Orlandi (1999) and I?iguez (2004) surveys, besides other authors introduced in the essential theoretical support to the research. The dissertation was concluded with a total of 129 pages and at the end of the study, it was demonstrated that, through this case study, that, although there are numerous factors that constitute barriers to the promotion of programs intended to the Education of the Ethnic-Racial Relations, there are great possibilities of changes in the educational context in terms of ethnocentric teaching models, presented in the initial stage of teaching training, which can be redefined in the continuous education