A educação para as relações etnico-raciais e o estudo de história e cultura da áfrica e afro brasileira: formação, saberes e práticas educativas

• Ano de defesa: 2013
• Autor(a) principal: Paula, Benjamin Xavier de
• Orientador(a): Guimarães, Selva
• Banca de defesa: Longarezi, Andréa Maturano , Novais, Gercina Santana , Mattos, Wilson Roberto de , Jauará, Manuel
• 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; História da África; Formação de professores; Saberes docentes; Práticas pedagógicas; Racismo; História afro-brasileira; Relações sociais
• Palavras-chave em Inglês: Education; History of Africa; Teacher training; Teacher knowledge; Pedagogical practices; Racism; Afro-brazilian history
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/13652; https://doi.org/10.14393/ufu.te.2013.79

In this research the object of study is the continuing education of teachers for the implementation of the teaching of History and Culture of African and Afro-Brazilian in Uberlândia / MG between the years 2003 to 2008, pursuant to Federal Law 10.639/2003 and its related provisions. We seek to understand what were the impacts of the training on the meaning / reframing of knowledge and pedagogical practices of teachers, and how these values rethought, rebuilt directions to your practice, intervened in the processes of the pedagogical and curriculum in the schools where they teach, the light of these experiences. The methodology supports at the multicultruralism as a concept and practice structuring in scientific research, and the paradigmatic plurality as theoretical and methodological (CANEN, 2008), in dialogue with the study on the state of the art (FERREIRA, 2002; ANDRE AND OTHER , 1999), literature (Gil, 2002; Mioto & LIMA, 2007), the preparation and analysis of questionnaires (VIEIRA, 2009), the oral history (MEIHY & HOLLAND, 2007). The theoretical supports the concepts of emancipation; plurality epistemological / epistemologies South (SANTOS & Menezes, 2010); African diaspora. In the first part: \"Education of Racial and Ethnic Relations Teaching of History and Culture of African and Afro-Brazilian,\" are arranged by chapter, I titled \"History and Culture of African and Afro-Brazilian: concepts and conceptions\", and Chapter II entitled \"Education and Emancipation: public policies and the implementation of the Federal Law 10.639/2003 \"and in the second:\" Education, Knowledge and Educational Practices, \"are arranged chapter III entitled\" Of the paths and research subjects to the issues and problems of the research \", Chapter IV entitled \"The Continuing Education of Teachers for Education of Racial-Ethnic Relations and the Teaching of History and Culture of African and Afro-Brazilian in the City of Uberlândia / MG \', and Chapter V entitled\" Continuing Education of Teachers, Knowledge and Pedagogical Practices of Teachers in the city of Uberlândia / MG. \" Identified in research as teachers construct teacher knowledge and reframe the interface with the continuing education focusing on the teaching of History and Culture of African and Afro-Brazilian. The recognition of the existence of racism as a challenge for the knowledge and pedagogical practices by teachers moved toward the diagnosis of the factors that build these practices in the school environment and the challenges to overcome it. Continuing education that is research enabled the teachers who participated in this experiment confront the racist practices in the school environment towards a positive education of racial and ethnic relations and the construction of a school plural, recognition and appreciation of ethnic and racial diversity of themselves and their students, and incorporating the experience of a Pedagogy of Africanidades from the signification / reframing the pedagogical practice of teachers in pedagogical practices griots.