Detalhes bibliográficos
Ano de defesa: |
2018 |
Autor(a) principal: |
Coelho, Sheila Ferreira Costa
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Orientador(a): |
Ciampi, Helenice |
Banca de defesa: |
Não Informado pela instituição |
Tipo de documento: |
Dissertação
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Tipo de acesso: |
Acesso aberto |
Idioma: |
por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
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Departamento: |
Faculdade de Educação
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País: |
Brasil
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Palavras-chave em Português: |
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Palavras-chave em Inglês: |
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Área do conhecimento CNPq: |
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Link de acesso: |
https://tede2.pucsp.br/handle/handle/20823
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Resumo: |
The purpose of this study is to investigate the appropriations that the Reading Room Advisors of the Regional Directory of Education - Pirituba / Jaraguá of the Municipal Education Network of the city of São Paulo carried out in-service teacher education, based on education for ethnicracial relations, between 2013 and 2016, in order to subsidize the implementation of Laws 10.639 / 03 and 11.645 / 08, and how these appropriations are present in their daily practice of the Reading Room. To infer the effectiveness of affirmative policies actions, two complementary stages were developed: survey and bibliographic analysis, and interviews, considering Oral Thematic History as an appropriate methodology to answer the following question: Which relations can be established between the fundamentals of the ethnic-racial relations educational action developed during the education of Reading Room guidance teachers and the memories of the interviewed teachers? The selection criteria of the four teachers interviewed were: to be teachers of the reading room of the Directory of Education - Pirituba / Jaraguá and to work in this position prior to 2013, and to have participated in inservice teacher education meetings between2013 and 2016. The authors who supported the research are: Ivor F. Goodson on curriculum; Kabengele Munanga and Nilma Lino on education for ethnic-racial relations; Dominique Juliá on school culture; Verena Alberti on oral history; Le Goff on memory and Mauricio Tardif on teaching knowledge |