Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Góes, Djalma Lopes
 |
| Orientador(a): |
Mafra, Jason Ferreira
|
| Banca de defesa: |
Mafra, Jason Ferreira
,
Nunes, Antonio de Assis Cruz
,
Baptista, Ana Maria Haddad
,
Silva, Maurício Pedro da
,
Dickmann, Ivo
|
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Nove de Julho
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Palavras-chave em Espanhol: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://bibliotecatede.uninove.br/handle/tede/3492
|
Resumo: |
This thesis, in addition to the researcher's political-biographical motivations, arises from concerns regarding Education for ethnic-racial relations based on Law No. 10,639/2003 and as well as the educational practices resulting from this political-pedagogical process. Its research object is anti-racist didactic-pedagogical practices that occur inside and outside the school environment, from the perspective of building a Black Pedagogy. To this end, the work examines to what extent learning methodologies and teaching pedagogical actions aimed at the education of ethnic-racial relations, analyzed here, converge towards the implementation of another pedagogy, as an unfolding of an anti-racist education that affirms ethnic diversity -racial of the Brazilian people, notably African ancestry, in the sense of confronting racism in education, in order to contribute to the correction of historical inequalities that affect black students. It is also observed here whether teaching educational practices enable the creation of new curricular designs and new pedagogical stances for teaching African and Afro-Brazilian history and culture, in accordance with Law No. 10,639/2003 and its forms of regulation. The problematizing question of this research was exposed in the following terms: “after 20 years of Law No. 10,639/2003, to what extent do educational practices developed within the school enable the creation of new curricular designs, seeking the construction of an anti-racist learning methodology and new pedagogical stances for teaching African and Afro-Brazilian history and culture in education? The research is developed from a qualitative approach, using bibliographic research and the collection and analysis of data collected through structured and semi-structured interviews with students, teachers and pedagogical coordinators, in addition to documentary analysis of records , teaching plans, lesson plans and learning methodologies related to the application of said law. The research revealed that, when reflecting historically on the forms of resistance and cultural creation of black people, whether through resistance in the direct struggle (against slavery and racism), or through the symbolic construction of culture (from the most remote African civilizations, particularly kemetics), a Black Pedagogy is ongoing in Brazilian history, although not yet systematized. This process takes place as a way of objectifying anti-racist education and as part of counter-hegemonic pedagogical conceptions in opposition to hegemonic pedagogical conceptions. The research was developed based on two basic references. In the educational field, it was based on the productions of authors linked to the critical-emancipatory perspective, including educator Paulo Freire; in the historical-sociological field, based on the contributions of researchers from sociology, anthropology, history, philosophy, among other areas, notably representatives identified with counter-hegemonic currents within the scope of scientific investigations, resistance and black Brazilian and African cultural constructions. |
