PEDAGOGIA DE PROJETOS NO CONTEXTO DA EDUCAÇÃO PARA AS RELAÇÕES ÉTNICO-RACIAIS DA POPULAÇÃO NEGRA: Uma proposta didática sobre João do Vale

• Ano de defesa: 2025
• Autor(a) principal: FONTENELE, Cristhiane Sampaio Aragão
• Orientador(a): NUNES, Antonio de Assis Cruz
• Banca de defesa: NUNES, Antonio de Assis Cruz , SILVA, Mariléia Santos Cruz da , SANTOS, Rosenverck Estrela , BRAGA, Ludmila Portela Gondim, RODRIGUES, Savio José Dias
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: DEPARTAMENTO DE EDUCAÇÃO I/CCSO
• País: Brasil
• Palavras-chave em Português: Currículo; Pedagogia de Projetos; Relações Étnicos Raciais; Ensino de Geografia; João do Vale
• Palavras-chave em Inglês: Curriculum; Project Pedagogy; Ethnic-racial Relations; Teaching Geography; João do Vale
• Área do conhecimento CNPq: Currículos Específicos para Níveis e Tipos de Educação
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/6595

The research addresses Project Pedagogy in the context of education for ethnic-racial relations of the black population: a didactic proposal about João do Vale, is an investigation carried out within the scope of the professional master’s degree. The research started from the following problem situation: How can the story of João do Vale at the Professora Wilna Bezerra Teaching Unit in Pedreiras – MA, be developed through the methodology of project pedagogy in the teaching of geography in the light of education for ethnic-racial relations? From this question, we formulated the general objective of investigating geography in the ERER context at the Professora Wilna Bezerra Teaching Unit in Pedreiras – MA, aiming at the production of an E-book with didactic and pedagogical guidelines on the use of project pedagogy in the study of the place, life and work of João do Vale. In order to achieve what was prospesed, we carried out a case study field research (Yin, 2001) and a qualitative approach. The research participants are geography teachers from the six to the nine grade and pedagogical coordinators. The data collection instruments were systematic obsrvations and semi-structured interviews (Lakatos, 2011). The data were analyzed in tables. For the theoretical basic of the research, we visited the authors: Brasil (2004, 2004a, 2009, 2018), Bender (2014), Fernandes (2012), Goodson (2007), Hernandez (1998), Junior (2021), Krause (2014), Nogueira (2013), Silva e Pezzato (2014), among others. The dissertation is strutured in six sections: The first section the introduction, containing a summary of the theoretical and methodological construction of the research. The second section outlines the elementary school geography curriculum within the context of Education for Ethnic-Racial Relations in the BNCC (National Council for the Development of Racial and Cutural Relations) and legal frameworks. The third section addresses projects as a methodology centered on student activity and geography teaching, both as a path taken from Ethnic-Racial Relations and as a possibility in geography teaching. The Fourth section discusses João do Vale place of origin, life, and work. The fifth section addresses the empirical research. Which was subdivided into:School characterization; methodological paths; Participants’ analyses and interpretations and the educational product.In the sixth session, we concluded that the central question and objectives were answered. However, not in a positive way, regarding the application of the methodology and the implementation of law nº 10.639/2003. Based on the theoretical sections produced, the results of the research point to the relevance of the teaching-learning process based on methodologies that interact with the other curricular components. Another aspect is the respect for the Afro-Brazilian people. On this path, we propose breaking with prejudice.