Cultura, educação e ensino de história. Combate ao racismo: narrativas sobre a lei 10.639/03.

• Ano de defesa: 2018
• Autor(a) principal: Macedo, Joao Heitor Silva
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; História; UFSM; Programa de Pós-Graduação em História; Centro de Ciências Sociais e Humanas
• Palavras-chave em Português: Narrativas; Cultura; Racismo; Narratives; Culture; Racism; CNPQ::CIENCIAS HUMANAS::HISTORIA
• Link de acesso: http://repositorio.ufsm.br/handle/1/16565

The present Culture Thesis, Education and History teaching. Racism Combat: Narratives about the 10.639/03 law part of my personal narrative that problematizes the social reality of African-American women and men, in the last 40 years and how this story told is crossed by other narratives, by culture, education and History teaching. The leading question I answered “to what extent the personal narrative of a black teacher, who has taught the History subject, in High School, since 2003, marked by the approval of the 10.635/3 law, contributed to the racism combat, consolidating a circle of an antiracist education? ” The main goal of this research was to comprehend how the (auto)biographical narratives of black men and women contribute to the enforcement of the 10.639/03 law and how these choices helped to point a direction toward racism combat, with History teaching. The specific goals has been identifying in my personal narrative how the education and the culture were determined in my critical formation; identifying in the Education History in Brazil how the process of creation of the 10.639/2 law occurred; presenting the theoretical reference that underpin my analysis to work with the 10.639/3 law; identifying the African theoretical references that guide my narrative; presenting a proposal that relates(auto)biographical narratives, education, culture and History teaching to racism combat. The main source of the research has been my personal narrative associated with the narratives of an educator and a black activist. This research is qualitative, and its methodology was marked by an (auto)biographical research, having as methodological procedure bibliographical and documental research. Based on this methodological procedure, I identify the causes of the historical silencing of black men and women that produce epistemic racism in our society, and I show in the end, how these narratives brought to class can, through its reflexive and dialogic act produce a pedagogy of racism combat in education. An (auto)biographical research was done in this paper. Having as methodological procedure bibliographical and documental research. The question of the research dialogs with an epistemological reinterpretation of the History teaching guided by an (auto)biographical research with the goal of racism combat and, in this way, the production of social contradictions and the need to recreate the ways of teaching and learning justify an approach that will use as background of the field of (auto)biographical research to recognize in it the appropriated and plural space in the elaboration of this thesis and the reinterpretation in the theoretical and epistemological field. First I narrate myself and from this process I remove the punctual elements that introduce the initial questions. Each chapter will be marked by a connection between the research and the African culture values that give meaning to the heritage of black men and women: the orality, the ancestry, the circularity and the vital strength, as the elements of an Africa that is placed in human action and in the educational space. According to the interviewed teachers, to an antiracist education occur it is necessary that the courses of initial and continued formation of the teachers include the theme in their agendas, articulated to didactic and pedagogical instruments and seeking the harmony in racial relations. Therefore, highlight the voices of the investigated teachers in determined space and time, to resignify their own history, reliving their trajectory, contributed to the comprehension of the formation of the teacher’s identity, producing new meanings to the teaching performance.