Ensinando a transgredir: o comportamento informacional de docentes para a efetivação de uma educação antirracista

• Ano de defesa: 2024
• Autor(a) principal: Vieira, Sara da Cruz
• Orientador(a): Santos, Andréa Pereira dos
• Banca de defesa: Santos, Andréa Pereira dos, Fernandes, Ana Rita Vidica, Silva, Leyde Klebia Rodrigues da
• 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 Comunicação (FIC)
• Departamento: Faculdade de Informação e Comunicação - FIC (RMG)
• País: Brasil
• Palavras-chave em Português: Comportamento informacional; Corpo docente-UFG; Relações étnico-raciais; Educação antirracista
• Palavras-chave em Inglês: Informational behavior; Faculty-UFG; Ethnic-racial relations; Anti-racist education
• Área do conhecimento CNPq: CIENCIAS SOCIAIS APLICADAS::COMUNICACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/13297

This study focused on analyzing the informational behavior of the teaching staff at the Federal University of Goiás in the areas of Human Sciences and Applied Social Sciences, in their pedagogical practice, in relation to ethnic-racial themes. To achieve this end, the following specific objectives were defined: carry out a literature review addressing the information behavior of teachers and ethnic-racial relations, present the types of information sources used by the teaching staff in their pedagogical practice; articulate the relevance of the debate on ethnic-racial relations in teaching practice; highlight the importance of critical information as a crucial element in supporting anti-racist education; and identify the process of searching, accessing and using ethnic-racial information by teaching staff. Adopting a qualitative and exploratory methodology, the study was based on bibliographical and documentary research of a basic nature. The analysis of the collected data was carried out using the chosen information behavior model. An online questionnaire was administered, in which 120 responses were obtained. The questions consisted of finding out whether the faculty investigated discussed ethnic-racial issues, the sources of information used, how they used the information in pedagogical practice, frequency, satisfaction or dissatisfaction at the time of the search, at which stage of training they had contact with theme, the challenges in working on the subject in higher education, as well as their positions on working with ethnic-racial themes. The conclusion of the study emphasizes that the teaching staff has some familiarity with the ethnic-racial theme, teaching is present in most of the courses investigated, but despite advances in studies on the subject in academic environments, there is still a significant path to be covered for its full integration and coverage in pedagogical practices. It is necessary that, in addition to the personal interest of each professor, the university also commits itself to promoting these studies within the classroom, not limited to holding events, it is also necessary to invest in continuing education, and in the reformulation of curricula in all areas of knowledge, so that ethnic-racial themes are studied comprehensively.