Práticas curriculares e identidade negra nos anos iniciais do ensino fundamental: um estudo em Cataguases - MG

• Ano de defesa: 2023
• Autor(a) principal: Conceição Aparecida Oliveira dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação e Docência; UFMG
• Palavras-chave em Português: Relações étnico-raciais; Educação antirracista; Identidade negra; Currículo; Didática; Denúncia e afirmação; Educação; Práticas pedagógicas; Negros - Identidade racial; África - Aspectos culturais; Relações étnicas; Ensino fundamental
• Link de acesso: http://hdl.handle.net/1843/78077

The research presented here aimed to investigate how pedagogical practices have been developed regarding the teaching of Afro-Brazilian and African History and Culture and the Education of Ethnic-Racial Relations, in an elementary school. The study sought to identify how early years teachers approach racial issues at different moments in this stage of basic education. We seek to understand what type of knowledge is covered and how it is used in the context of classrooms. The research was carried out using a qualitative ethnographic approach and had as its research field an institution located in the city of Cataguases, Zona da Mata in the state of Minas Gerais. When defining the research locus, we chose a public school in the state education network, where the researcher acts as class leader, also working with the initial years of elementary school. Among the theoretical references chosen for the basis of this study are authors from the field of Ethnic-Racial Relations and Education, authors from the field of Curriculum and the field of Didactics, especially those who address ethnic-racial themes. In this sense, two organizational categories of work with Anti-Racist Education were selected: denunciation and affirmation. These categories, idealized and organized by Miranda (2023), were used as references to interpret the choices, didactic definitions and practices of the observed teachers. The research work demonstrated, on the one hand, that there are gaps in approaches and practices, but also, on the other hand, a process of building practices aimed at valuing black cultures. Power relations were also identified in the curricular definitions of the education network, which may be contributing to effective anti-racist practices being materialized. Finally, it was planned to build an educational resource, which is in the continuous production process, an educational blog, where short podcasts will be included, with information relevant to the teaching public and its extensions. The tool can be used by basic education teachers to support the development of their plans and even their own training.