A pesquisa na formação docente e a temática étnico-racial: uma análise dos TCCS do Curso de Pedagogia da FACIP/UFU

• Ano de defesa: 2016
• Autor(a) principal: Nogueira, Rafaela Rodrigues
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Educação; Professores universitários - Formação; Cultura afro-brasileira - Estudo e ensino; Educação multicultural; Educação para as relações étnico-raciais; Formação docente; Currículo Multicultural; Ressentimentos; TCC; Education for ethnic-racial relations; Teacher training; Multicultural curriculum; Resentment; Undergraduate theses; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/18058; http://doi.org/10.14393/ufu.di.2016.390

The main objective of this research was to investigate teacher training in higher education, with regard to the ethnic-racial issue, in particular the question of African-Brazilian and African culture and history and its relation to the inclusion of the National Curriculum Guidelines for the Education of Ethnic-racial Relations in the field of Education Bachelors. We question whether the legal and regulatory apparatus that outlines the inclusion of ethnicracial education in higher education is providing opportunities for teacher training that contributes to a critical approach around the theme and expanding the focus of the curriculum. To understand this questioning, we chose to search Undergraduate Theses, especially those that address the issue of ethnic-racial education in basic education. The research objectives were to analyze how the legislation, in particular the Guidelines, is incorporated into the Curricular Pedagogical Project of the Pedagogy Course, understanding how the thesis‟ supervising professors work on the topic and evaluate the contribution of ethnic and racial studies for the identity, academic and professional construction of teachers in training, to understand how is the articulation of education for ethnic-racial relations regarding AfricanBrazilian and African culture and history and Basic Education in Undergraduate Theses, and identify how students believe that the research process and preparation of their theses contributed to their formation, considering their discoveries and difficulties. The developed methodological procedures were inspired by thematic oral history (MEIHY, 1996; ALBERTI, 2004) through the intersection of interviews with the undergraduate authors and supervising professors of the theses themselves. It was verified, with the analysis of Curriculum and Curricular Pedagogical Projects, that although there is not a concrete insertion of the Guidelines for Education of Ethnic-Racial Relations in those documents, there are teachers concerned about the approach of the theme that implement African-Brazilian culture and history in various areas of the university setting.We realized through the narratives, that the Undergraduate Theses collaborated with the personal and professional training of students, building a critical awareness of prejudice and racial discrimination present in schools, in textbooks, literature books, as well as in teacher training, to deal with these issues, build a positive identity of black people, contributing to the development of dialogues and actions that have made our contributors overcome the resentment originated in the experience of unjust and oppressive situations.