As leis 10.639/03 e 11.645/08 na prática do Professor Orientador de Sala de Leitura - POSL

• Ano de defesa: 2018
• Autor(a) principal: Coelho, Sheila Ferreira Costa
• Orientador(a): Ciampi, Helenice
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Orientadores educacionais; Professores - Formação profissional; Prática de ensino
• Palavras-chave em Inglês: Student counselors; Teachers - Occupational training; Student teaching
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/20823

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