Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Santos, Lara Fogaça dos
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| Orientador(a): |
Lima, Cleidna Aparecida de
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| Banca de defesa: |
Lima, Cleidna Aparecida de,
Rocha, Maria Alice de Souza Carvalho,
Vreeswijk, Anna Maria Dias,
Carvalho, Thaís Regina de |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
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| Departamento: |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
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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: |
http://repositorio.bc.ufg.br/tede/handle/tede/13101
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Resumo: |
This work aims to present research in quilombola schools as a possibility to think about pedagogical practices for anti-racist education. In this way, it proposes to build pedagogical actions that reinforce legislation that provides for the mandatory Teaching of the History of Africa and Afro-descendant Culture in Brazil, that is, Law 10.639, aiming at overcoming racism in teaching and school methodologies. Racism is part of the structure of society and is reflected in the educational process, in derogatory, stereotyped, and discriminatory consequences of peoples, bodies and black culture. To this end, understanding the need to climb steps on the teaching practice itself, based on the survey of data, notions, proposals, and experiences already lived, we opted, as a methodology, for action research, focused on actions that promote and encourage educational action in the field of anti-racist teaching methodology. Thus, as a space-time cut of this analysis, the Municipal School Serra das Areias, in Aparecida de Goiânia, was chosen, specifically because it is an urban quilombo and anti-racist pedagogical actions have already been outlined. Data collection was then carried out in the following ways: field observation, data collection about the school and the school subjects, interviews with teachers and the pedagogical coordinator, and classes and workshops on and through the podcast with the students. In the process of building the Educational Product, it is intended to present a podcast, “Trançando Histórias,” an audio program that tells stories with black representation and stories, which raise discussions about Afro-descendant culture, and through it, the intervention project. Bearing in mind the above, various bibliographic sources were sought to help understand and support assisted practice. Among classic texts of national education, others that deal specifically with Law 10.639, course conclusion works and scientific articles, I highlight the following authors who helped me to support the analyses: hooks (2013, 2017), Bento (2002), Café, 2015, Evaristo (2019), Freire (1967), Gomes (2013), Gonzalez (1982), Kilomba (2019), Bâ (2010), Quijano (2005), Oliveira (2021) and Nascimento (1985), in his learning theory, among others. Therefore, it was, is and will be possible to dialogue and create practices, based on the use of the podcast, that reflect the racial debate. Finally, an analysis and discussion of the results will be made and further reflection on the impacts, difficulties, and changes, after the activities carried out in the quilombola schools. |
