Análise antropológica do ensino das temáticas história e cultura afro-brasileira e indígena em escolas de Campo Grande - MS

• Ano de defesa: 2021
• Autor(a) principal: Evelyn de Souza Santiago Candido da Silva
• Orientador(a): Victor Ferri Mauro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: cultura afro-brasileira, cultura indígena, ensino
• Link de acesso: https://repositorio.ufms.br/handle/123456789/3901

This work is the result of an ethnographic research, carried out with four History teachers, from the public and private networks of the municipality of Campo Grande-MS, referring to the teaching of Afro-Brazilian and Indigenous History and Culture, in the contents of the discipline. For data production, semi-structured interviews and participant observation were used. The general objective of the research was to carry out an anthropological analysis of the approach of Afro-Brazilian and Indigenous themes in History classes. The specific objectives were: to investigate the methodological strategies used by teachers to teach the themes; understand the challenges faced by teachers in articulating the contents of the themes with the other contents of the discipline; observe the experiences of teachers and identify the approaches and distances in the approaches to the themes in public and private schools.I present some reflections on the place, or, in some cases, the non-place of the indigenous and black peoples in the historical narrative and, as stereotypes and prejudices against these peoples, implies the pedagogical practices related to the teaching of the themes, in the contents of the discipline of History. I discuss the design of the legal basis for the implementation of Afro-Brazilian and indigenous themes in the classroom (according to LDB - 9.9394 / 1996; PCN 1998; PCNEM 1999; Laws 10.639 2003 and 11.645/2008; Guidelines for ERER 2004 / 2006; CNEP Opinion 03/2004; CNEP Resolution 01/2004; PNE 2014-2024 and BNCC 2017); on the historical path to the establishment of Law 11.645/2008; and, the protagonism of the black and indigenous movements in achieving this legal framework. Finally, I analyze the time in the life of the teachers / interlocutors of the research, taking into account the spaces and their uses (university / graduation, school / workplace-teaching) and what this time-space combination presents as an observable product on the relationships established and experiences they have with the teaching of the themes. The results presented, with regard to the teaching of the themes, although there is a wide set of norms that subsidize education for ethnic-racial relations, the challenges to its establishment, to the satisfaction, are still diverse. For the interlocutors / the deficiencies in teacher training (initial and continuing); the need for greater involvement between basic education, universities, social movements in the fight for equal rights; and, the effective fight against racism and religious prejudice, very present in our country, are some of these challenges.