Relações étnico-raciais nas políticas educacionais e nos projetos político pedagógicos: desafios

• Ano de defesa: 2016
• Autor(a) principal: Lopes, Sawana Araújo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Relações Étnico-raciais; Políticas Educacionais; Projeto Político-Pedagógico (PPP); Projetos educativos; Ethnic-racial Relations; Educational Policies; Political-Pedagogical Projects; Educational Project; CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/8753

This dissertation is an academic research that investigated the ethnic-racial relations in education policy and political-pedagogical projects (PPP) that aimed to understand how ethnic-racial relations are being effected in educational policies and implemented in the PPP and the Educational Project of the municipal schools of João Pessoa, in Paraíba. Its specific objectives were identify the ethnic-racial relations in national and local legislation; to interpret the education of ethnic-racial relations in official documents as the resolutions CEE/SEEC/PB nº 198/2010, and CME/PMJP nº 2/2007 seeking to analyze how ethnic-racial relations are being implemented in the PPP and the Educational Project of two municipal schools of João Pessoa. To accomplish this research was conducted, first, a documentary research in documents of national, state and municipal levels and then the analysis of PPP and Education Projects developed in these two public schools in João Pessoa. The research gave priority to qualitative approach, using documentary analysis, a technique proposed by Lüdke and Andrew (2013). The theoretical framework was based on the Paulo Freire's Pedagogy (1959; 1967; 1979; 1987; 1991; 1992; 1996) and the sociology of absences and emergencies of Boaventura Santos (2010). We analyzed two PPP related to the called School A and School B, including the Educational Projects in the light of legal documents and the theoretical framework. We note the omission of compulsory studies of Racial-Ethnic Relations in the PPP of School A, as well as in its Educational Project, which features a link to the category of sociology of absences and emergencies according to Boaventura (2010). In addition, in the PPP of School B we found the inclusion and discussion of Racial-Ethnic Relations through a dialogue and collective action of education professionals with students and contemplated this theme through the Educational Projects, a constituent part of the curriculum. In this case the project "Inclusão e Diversidade no Cotidiano Escolar” [Inclusion and Diversity in the School Daily Life], built by the School B, watched the debate with national, state and municipal specific legislation and culture of the school. As a result, we point out the importance of inclusion and implementation of ethnic-racial relations in the PPP and the school curriculum. Therefore, our study helped show the need to strengthen the debate and positivization of themes related to ethnic-racial relations in school spaces and society.