Saberes e práticas em redes de trocas: a temática africana e afro-brasileira em questão

• Ano de defesa: 2010
• Autor(a) principal: Lorene dos Santos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: História e cultura africana e afro-brasileira; educação antirracista; saberes e práticas escolares; saberes e trabalho docente; Educação Relações etnicas; Cultura afro-brasileira; Negros Educação; Racismo; África História; Prática de ensino; Discriminação na educação
• Link de acesso: http://hdl.handle.net/1843/BUOS-8GHN3L

One of the central discussions among researchers, teachers and other social groups that has a strong political meanings in Brazilian society nowadays is the subject related to African and Afro-Brazilians theme. This subject was transformed into mandatory curriculum content in BasicEducation through the Law 10.639/03 and its Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-raciais e para o Ensino de História e Cultura Africana e Afro-brasileira, that regulates the teaching about this subject, and has been generated political, pedagogical and historiographic tensions. This research seeks the comprehension of the school knowledge and teaching knowledge and practices already in use and under construction under the Law 10.639/03, focusing especially on the historical school knowledge concerning the Afro-Brazilian subject. This study is based on different fields of knowledge specially historiographical and educational fields. Considering the latter the focus was placed on the studies about curriculum and about teachers learning and practice. On historiography, the research includes studies of Africa and Afro- descent in Brazil, specially studies on slavery. We also analyse the teaching ofhistory as a field of both research and social practice. The research was conducted in Contagem, Minas Gerais and followed a set of methodological tools of qualitative nature. The analysis was mainly based in the reports of teachers of Basic Education in two different moments: a) the Exchange Network, an event involving over a hundred teachers with different backgrounds and levels; b) a Focal Group, withnine history teachers who participated in the Exchange Network.The results lead to a configuration of a complex framework of knowledge and practices placed around a perspective of positivation in the context of the African and Afro-Brazilian history and culture, that promotes an anti-racist education. We found also the axiological dimension ofthe school knowledge and the power framework towards the reception of the Law 10.639/03. At last, the investigation contributed to pointing out the challenges and dilemmas that belongs to this process, and brought clues about the repositioning of issues considered relevant, or even priority for the Brazilian education today.