Formação de professores e relações étnico-raciais

• Ano de defesa: 2014
• Autor(a) principal: Maciel, Ana Claudia de Amorim [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Ethnic-racial relations; Teachers education; Education; Relações étnico-raciais; Formação de professores; Educação
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=1301977; https://repositorio.unifesp.br/handle/11600/46779

This work has the objective to investigate the contribution of Continuing Education offered to teachers who works in public schools of Guarulhos in relation to anti-racist practices in the school environment. Relates the initiatives from this area with the treatment of the ethnic-racial relations inside schools and analyze the influence that these courses have in generation of pedagogical practices in the classroom. Part of the confirmation of the advance that the Continuing Education of teachers have been in the country in last decades is many times driven by deficiencies identified in the initial education of these professionals. In this perspective this study is directed to approach the topic of the ethnic-racial relations in the continuing education of teachers through the researches of Libâneo (1999,2004), Candau (1996), Gatti (2010), Formosinho (2011), Gomes (2005), Imbernón (2009), Munanga (2006, 2009) e Cavaleiro (2000). Initially treats of continuing education of teachers presenting the path of these education in last years as well as the challenges that the teachers have faced to participate of the courses which are offered to them. Focus the treatment of the ethnic-racial relations in the formative processes of the teachers through the conceptual examination of race, racism, ethnic as well as the ideological construction of the myth of racial democracy in Brazil. Presents the field and the individuals whose participated of the empirical research even as the interviews performed by teachers of public schools of Guarulhos. Thereby it concludes that the crescent number of the continuing education about the ethnic-racial relations in public schools have not reached all the teachers. When formative processes are carried out in the school environment this reach represents a higher percentage of teachers and significant changes in the pedagogical practices of them. Therefore the courses, discussions and trainings offered to the teachers about the ethnic-racial relations can contribute and induce positively the teachers practices providing a process of understanding and responsibility about the theme.