O estudo da história e cultura afro-brasileira no ensino fundamental: currículos, formação e prática docente

• Ano de defesa: 2011
• Autor(a) principal: Silva, Gizelda Costa da
• Orientador(a): Guimarães, Selva
• Banca de defesa: Cicillini, Graça Aparecida , Ribeiro Júnior, Florisvaldo Paulo , Silva, Marcos Antonio da , Zamboni, Ernesta
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Ensino de história; História e cultura afro-brasileira; Formação e prática docente; Currículos; Lei 10.639/2003; História - Estudo e ensino (fundamental); Práticas de ensino; Professores - Formação; África - História
• Palavras-chave em Inglês: History teaching; History and african-brazilian culture; Teacher training and practice; Curriculum; Act 10.639/2003
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/13625

This thesis aims to research the study of History and Afro-Brazilian Culture in the teaching of history in the final years of primary education, from the implementation of the Federal Law number 10.639/2003 and its implications in the curricula, training and teaching practice. We question whether the legal obligation of the study represented breaks in relation to widespread Eurocentric view of history in elementary school. What are the implications of legal change to the discipline history, curricula, teaching practices and knowledge. The research objectives were: to analyze federal legislation on the subject and its impact on history teaching in the final years of primary education; discuss the place and role of the History in the school curriculum and the Brazilian legal context, to analyze the academic production on the issue in the Graduate Programs; analyze the formation of history teachers in undergraduate and in other spaces on the study of history and African-Brazilian culture, identify changes and continuities in the performance of teachers of History after the approval of legislation that requires the study of History and Afro-Brazilian Culture; investigate the implications of the mandatory study of themes in the construction of knowledge and teaching practices, and analyze the production of teaching materials (textbooks, articles, magazines and movies) on the topic, used by the investigated teachers. The applied methodology used as reference the qualitative approach to research in education. The developed procedures were inspired by the thematic oral history: oral interviews supplemented by other sources, namely: legislation, curriculum guidelines, official documents, books and educational materials produced by teachers and students. We interviewed five History teachers in 2010, men and women, all graduates degree in History at UFU. They were in an intermediate stage of the teaching career, and they all worked before and after the law, in different school situations. One of them taught in a public school, another one in a school in the state system and another one in a federal system school. Two of them worked in private schools, being a secular school and a confessional. The thesis is divided into chapters, the first: "The discipline and the curriculum in social and historical context in the 2000s", in order to analyze the existing legislation and its impact on the definition of directions of teaching history. We also discuss the place of the History of Africa in the curricula of the country, highlighting its necessity, from the adoption of the Act 10,639 and a collection of theses on the subject in the period 2001 to 2009. The second: "The History teacher education: experience knowledge and disciplinary knowledge" investigates teacher education, both academic training as the shaping as a person. We also evaluate the courses of History of Africa in History courses in Brazilian universities. In the third, "The knowledge and practices of the teachers", we reflect on the knowledge and educational practices through teacher narratives and analysis of teaching materials related to theoretical issues and professional practice. And the analysis of the role of schools in regard to the issue of race and prejudice. In addition, we also listen to suggestions, proposals and actions that are important to be deployed to bring the theme into reality. In closing remarks, we present the results of the survey: permanence and change, the differences between public and private schools, the role of continuing education of the teachers on the subject of Education, the importance of school management in implementing the Act, the critical and creative skills of the teachers to work in areas where the initial training was not possible.