“Espera aí, agora somos nós” : percepções sobre racismo, práticas pedagógicas e educação das relações étnico-raciais numa escola de Cuiabá-MT (2006-2021)

• Ano de defesa: 2022
• Autor(a) principal: Santos, Mário Alves dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação antirracista; Relações raciais; Currículo; Cuiabá-MT; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Anti-racist education; Race relations; Curriculum
• Link de acesso: http://ri.ufmt.br/handle/1/4415

The state anti-racist policies aim is, among other objectives, to modify curriculum practices and therefore guide the actions of education professionals, bringing the parameters and guidelines for pedagogical actions that contain social, racial and cultural markers. This research seeks to understand the pedagogical practices, racism and education of ethnic-racial relations from the perceptions of teachers and students in a school in Cuiabá-MT (2006- 2021). For this, it was necessary to present the content of the legislations/guidelines and State policies that are anti-racist, relating it to the perceptions obtained regarding the thoughts and curricular practices in the context of anti-racist education; to debate the pedagogical practices and the thoughts of managers, teachers, and students in the context of ethnic-racial relations and anti-racist education; to discuss the importance of the laws, guidelines, and plans for antiracist education in the didactic-pedagogical and curricular instruments of the school researched. Finally, we analyze, based on data obtained in the field, the degree of practical contribution of the school to anti-racist education. Thus, we discuss the racism that structures the Brazilian society and is present in the educational systems, as well as the legal mechanisms that contribute to rethink the pedagogical praxis, such as the Law 10.639 (BRASIL, 2003). Thus, we started with the guiding question: "How are the pedagogical practices, racism and ethnic-racial relations education in the researched school?". The key theoretical frameworks for the research are: Cavalleiro (2001); Domingues (2004); Gomes (2017); Guimarães, (2003); Jaime (2016); Munanga (2020); Paixão (2013, 2014); Pereira (2013); Schwarcz (1999). To this end, we opted for a qualitative approach that makes use of the case study method. As research instruments, we chose the interview with semi-structured script and document analysis, so we interviewed teachers, students and managers of that school, as well as representatives of Black Movements in the city of Cuiabá-MT. In the field, we noticed that the school unit was able to provide important discussions about race relations, considering the anti-racism legislation. These discussions involved dialogues, reflections, and conversation circles, as well as pedagogical and didactic-curricular work, especially the Project "The Color of Culture" which brought African and Afro-Brazilian culture into the school. With this, we can verify the existence of a significant work involving the school community with repercussion on the family and society. Most of the professionals know and have access to anti-racist laws and documents. However, it is necessary to have continuous training, political and pedagogical actions to raise awareness, closer relations with the Black Movement, and improvement in educational materials that must meet the school demand.