Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Ciríaco, Marise Leão
 |
| Orientador(a): |
Feldmann, Marina Graziela |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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: Currículo
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| 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/23067
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Resumo: |
School education is based on a set of steps that pave the way for a humanized society and aware of its rights and duties, building sociocultural, political and epistemological bridges or crossings that give meaning and meaning to a solidary, tolerant and shared existence. The research study “Teacher Training and Curriculum Practices in Quilombola School Education: bridges to watch Afrodescendent Culture”, aims to reveal the supposed cultural overlap portrayed in the pedagogical practices of teachers of the Quilombola School - in the Community of Muquém, municipality of União dos Palmares, in the state of Alagoas, which causes the erasure of the cultural memory of people of African descent. It discusses teacher education, finding its meaning at the intersection between curriculum and culture, understanding the curriculum as a space that favors the appearance of the faces of some collectives in history; while other faces of other segregated human collectives fade. In order to know which elements are constituted in the process of materializing the school curriculum to strengthen the identity project of the black quilombola population, it was necessary a methodological ordering of case study, with a qualitative approach, in addition to a wide bibliographical and documentary research, with observations and notes in a field notebook. The use of a conversation wheel was a valuable resource as it enabled the recognition of the environment and the approximation of the researcher with the collaborators of this study. Researching the formation of teachers and their articulation with culture and the curriculum, allowed to unveil descriptions that point to the Curriculum mismatch as a consequence of the absence of public training policies for teachers from traditional communities, as well as unveiling a set of alternative steps to an education of social and epistemological quality that can adequately meet the desires, desires, formative and educational needs of culturally and socially excluded communities and peoples. The results of this investigation also point out the importance and the need for training proposals permeated by dialogical participation and that favor autonomy, in a Freirean sense, above all, proposals that make it possible to delineate paths for the insertion of black ancestral culture in the Quilombolas Elementary School Curriculum. It also warns of the need for a critical and multicultural curriculum that values, recognizes and affirms the culture of people of African descent that must go through, primarily, the initial training of teachers, especially teachers of Basic Education |
