Discutindo as relações raciais: intervenção em uma escola municipal de Belo Horizonte

• Ano de defesa: 2018
• Autor(a) principal: Nilma Alves Adriano
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Relações Raciais; Formação Continuada; Grupo de Discussão; Reuniões Pedagógicas Remuneradas; Segregação na educação; Escolas públicas Belo Horizonte (MG); Educação Relações etnicas; Educação; Discriminação racial; Discriminação na educação
• Link de acesso: http://hdl.handle.net/1843/BUOS-B2YJMB

While researchers have entered school institutions seeking subsidies to support the hypotheses outlined in the social structure link, this research arises from the concerns of a primary school teacher regarding the racial relations reproduced in the school. It is an intervention characterized as continuous training with a group of teachers from a school in the municipal network of Belo Horizonte, which are questioned using the qualitative research technique Group of Discussion - GD. It was sought to combine strategies that collaborate in the confrontation of racism as a prerequisite for the emancipation of the subjects of education under of the vast theoretical, legal framework (LBD, Law 10.639/03, BNCC) and of teaching experiences. In order to do so, we occupy the times instituted as Remunerated Pedagogical Meetings and the spaces of the own institution where we materialized the study and the actions derived from it, among them the preparation of the booklet titled "Discussing racial relations - inside the school - a guide under construction ". Although it did not cover all the teachers of the research institution, the investigated group demonstrated the recognition of discrimination as a social problem without, however, considering the structural basis of racism as a preponderant factor to be considered in coping with this type of prejudice . The researcher's permanence in the field of research has made it possible to perceive the contradictions between discourses and teaching practices, as well as to collaborate in the process of constructing an education focused on diversity. The study highlights the positive aspects of academic research carried out by teachers of basic education in their own professional field.