A lei 10.639/03 e a prática docente de história na educação básica

Detalhes bibliográficos
Autor(a) principal: Silva, Paula Anunciação
Data de Publicação: 2020
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
Texto Completo: http://bibliotecatede.uninove.br/handle/tede/2414
Resumo: This dissertation is the result of questions regarding the application of Law 10,639, which, in 2003, amended and included in the Law of Guidelines and Bases the mandatory teaching of African and Afro-Brazilian History and Culture in educational institutions. It has as its object, the practices of teachers of the discipline of History related to these contents, of four schools of the state network of the State of São Paulo. Anchored in the theoretical-methodological framework of authors that, generically, we describe as anti-racists, we chose as contributions for analysis the categories structural racism, awareness, decolonization, anti-racism. We hypothesize the statement that there is a gap between what the Law proposes and the work done at school, whether in the classroom or outside it, through the discipline of History, the one that par excellence, although not exclusively, deals directly with students, referred contents, objects of the legal provision. Of a qualitative nature, for empirical data collection, this research used semi-structured interviews, a procedure carried out with High School History teachers, from the public network of Basic Education in the State of São Paulo. This research demonstrated that there are significant advances in the history schoolwork after the promulgation of Law 10.639 / 03, both in relation to the editorial production related to the proposed contents, as well as the pedagogical action of teachers of this discipline. It is noteworthy, however, that the teaching work depends a lot on the individual initiatives of those educators, whose biographies are marked by a personal engagement in the anti-racist struggle. On the other hand, even teachers who became aware and seek the path of anti-racist education, still carry out work that falls short of the expectations underlying the Law, whether due to insufficient contributions from the managing authorities, whether due to the resistance of a conservative school culture or the conditions pedagogical to which these teachers are submitted, culminating in a still precarious educational, with respect to ethnic-racial issues.
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spelling Mafra, Jason FerreiraMafra, Jason FerreiraTeixeira, Rosiley AparecidaAzevedo, Marília Macorin deBaptista, Ana Maria HaddadSilva, Marta Regina Paulo dahttp://lattes.cnpq.br/5293465643444483Silva, Paula Anunciação2020-11-30T21:47:30Z2020-06-30Silva, Paula Anunciação. A lei 10.639/03 e a prática docente de história na educação básica. 2020. 131 f. Dissertação( Programa de Mestrado em Gestão e Práticas Educacionais) - Universidade Nove de Julho, São Paulo.http://bibliotecatede.uninove.br/handle/tede/2414This dissertation is the result of questions regarding the application of Law 10,639, which, in 2003, amended and included in the Law of Guidelines and Bases the mandatory teaching of African and Afro-Brazilian History and Culture in educational institutions. It has as its object, the practices of teachers of the discipline of History related to these contents, of four schools of the state network of the State of São Paulo. Anchored in the theoretical-methodological framework of authors that, generically, we describe as anti-racists, we chose as contributions for analysis the categories structural racism, awareness, decolonization, anti-racism. We hypothesize the statement that there is a gap between what the Law proposes and the work done at school, whether in the classroom or outside it, through the discipline of History, the one that par excellence, although not exclusively, deals directly with students, referred contents, objects of the legal provision. Of a qualitative nature, for empirical data collection, this research used semi-structured interviews, a procedure carried out with High School History teachers, from the public network of Basic Education in the State of São Paulo. This research demonstrated that there are significant advances in the history schoolwork after the promulgation of Law 10.639 / 03, both in relation to the editorial production related to the proposed contents, as well as the pedagogical action of teachers of this discipline. It is noteworthy, however, that the teaching work depends a lot on the individual initiatives of those educators, whose biographies are marked by a personal engagement in the anti-racist struggle. On the other hand, even teachers who became aware and seek the path of anti-racist education, still carry out work that falls short of the expectations underlying the Law, whether due to insufficient contributions from the managing authorities, whether due to the resistance of a conservative school culture or the conditions pedagogical to which these teachers are submitted, culminating in a still precarious educational, with respect to ethnic-racial issues.Esta disertación es el resultado de preguntas sobre la aplicación de la Ley 10.639, que, en 2003, modificó e incluyó en la Ley de Directrices y Bases la enseñanza obligatoria de la Historia y Cultura Africana y Afrobrasileña en las instituciones educativas. Tiene como objeto las prácticas de docentes y profesores de la disciplina de la Historia relacionados con estos contenidos, de cuatro escuelas de la red estatal del Estado de São Paulo. Anclados en el marco teórico-metodológico de los autores que, genéricamente, describimos como antirracistas, elegimos como contribuciones para el análisis las categorías de racismo estructural, conciencia, descolonización, antirracismo. Presumimos la afirmación de que existe una brecha entre lo que propone la Ley y el trabajo realizado en la escuela, ya sea en el aula o fuera de ella, a través de la disciplina de la História, la que por excelencia, aunque no exclusivamente, trata directamente con los estudiantes. contenidos referidos, objetos de la disposición legal. De carácter cualitativo, para la recopilación de datos empíricos, esta investigación utilizó entrevistas semiestructuradas, un procedimiento llevado a cabo con profesores de Historia de la Escuela Secundaria, de la red pública de Educación Básica en el Estado de São Paulo. Esta investigación demostró que hay avances significativos en el trabajo de la escuela de historia después de la promulgación de la Ley 10.639 / 03, tanto en relación con la producción editorial relacionada con los contenidos propuestos, como con la acción pedagógica de los maestros y profesores de esta disciplina. Sin embargo, es digno de mención que el trabajo de enseñanza depende mucho de las iniciativas individuales de aquellos y esos educadores, cuyas biografías están marcadas por un compromiso personal en la lucha antirracista. Por otro lado, incluso los maestros y maestros que se dieron cuenta y buscaron el camino de la educación antirracista, aún llevan a cabo un trabajo que no cumple con las expectativas subyacentes a la Ley, ya sea debido a contribuciones insuficientes de las autoridades administrativas, ya sea debido a la resistencia de una cultura escolar conservadora o las condiciones pedagógico al que se someten estos docentes, que culmina en un trabajo educativo aún precario, con respecto a cuestiones étnico-raciales.A presente dissertação é fruto de questionamentos a respeito da aplicação da lei 10.639 que, em 2003, alterou e incluiu na Lei de Diretrizes e Bases a obrigatoriedade do Ensino de História e Cultura Africana e Afro-brasileira nas instituições de ensino. Tem como objeto as práticas de professores e professoras da disciplina de História atuantes em quatro escolas da rede estadual do Estado de São Paulo relativas a esses conteúdos. Ancorado no referencial teórico-metodológico de autores que, genericamente, descrevemos como antirracistas, elegemos como aportes para as análises as categorias racismo estrutural, conscientização, descolonização, antirracismo. Trazemos por hipótese a afirmação de que há uma defasagem entre o que propõe a lei e o trabalho realizado na escola, seja em sala de aula ou fora dela, pela disciplina de História, aquela que, por excelência, embora não exclusivamente, trata diretamente dos referidos conteúdos, objetos da disposição legal. De natureza qualitativa, essa pesquisa utilizou-se de entrevistas semiestruturadas para coleta empírica de dados, procedimento realizado com professores/as de História do Ensino Médio da rede pública de Educação Básica do Estado de São Paulo. Essa pesquisa demonstrou que há avanços significativos no trabalho escolar de História após a promulgação da lei 10.639/03, seja em relação à produção editorial relativa aos conteúdos propostos, seja a ação pedagógica de professoras e professores desta disciplina. Ressalta-se, no entanto, que o trabalho docente depende muito das iniciativas individuais daquelas e daqueles educadores(as), cujas biografias estão marcadas por um engajamento pessoal na luta antirracista. Em contrapartida, mesmo professores e professoras que se conscientizaram e buscam o caminho da educação antirracista, ainda realizam um trabalho aquém das expectativas subjacentes à lei, seja pela insuficiência de aportes das autoridades gestoras, seja pela resistência de uma cultura escolar conservadora, seja pelas condições pedagógicas a que estão submetidos esses docentes, culminando em um trabalho educacional ainda precário no que diz respeito às questões étnico-raciais.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2020-11-30T21:47:30Z No. of bitstreams: 1 Paula Anunciação Silva.pdf: 1177847 bytes, checksum: 6bfb7bef58e66aac9f86c18141c232ad (MD5)Made available in DSpace on 2020-11-30T21:47:30Z (GMT). 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dc.title.por.fl_str_mv A lei 10.639/03 e a prática docente de história na educação básica
dc.title.alternative.eng.fl_str_mv Law 10.639 / 03 and the teaching practice of history in basic education
title A lei 10.639/03 e a prática docente de história na educação básica
spellingShingle A lei 10.639/03 e a prática docente de história na educação básica
Silva, Paula Anunciação
ensino de história
lei 10.639/03
docência
história africana e afro-brasileira
educação antirracista
history teaching
law 10.639 / 03
teaching
african and afro-brazilian history
anti-racist education
enseñanza de la historia
ley 10.639 / 03
enseñando
historia africana y afrobrasileña
educación antirracista
CIENCIAS HUMANAS::EDUCACAO
title_short A lei 10.639/03 e a prática docente de história na educação básica
title_full A lei 10.639/03 e a prática docente de história na educação básica
title_fullStr A lei 10.639/03 e a prática docente de história na educação básica
title_full_unstemmed A lei 10.639/03 e a prática docente de história na educação básica
title_sort A lei 10.639/03 e a prática docente de história na educação básica
author Silva, Paula Anunciação
author_facet Silva, Paula Anunciação
author_role author
dc.contributor.advisor1.fl_str_mv Mafra, Jason Ferreira
dc.contributor.referee1.fl_str_mv Mafra, Jason Ferreira
dc.contributor.referee2.fl_str_mv Teixeira, Rosiley Aparecida
dc.contributor.referee3.fl_str_mv Azevedo, Marília Macorin de
dc.contributor.referee4.fl_str_mv Baptista, Ana Maria Haddad
dc.contributor.referee5.fl_str_mv Silva, Marta Regina Paulo da
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/5293465643444483
dc.contributor.author.fl_str_mv Silva, Paula Anunciação
contributor_str_mv Mafra, Jason Ferreira
Mafra, Jason Ferreira
Teixeira, Rosiley Aparecida
Azevedo, Marília Macorin de
Baptista, Ana Maria Haddad
Silva, Marta Regina Paulo da
dc.subject.por.fl_str_mv ensino de história
lei 10.639/03
docência
história africana e afro-brasileira
educação antirracista
topic ensino de história
lei 10.639/03
docência
história africana e afro-brasileira
educação antirracista
history teaching
law 10.639 / 03
teaching
african and afro-brazilian history
anti-racist education
enseñanza de la historia
ley 10.639 / 03
enseñando
historia africana y afrobrasileña
educación antirracista
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv history teaching
law 10.639 / 03
teaching
african and afro-brazilian history
anti-racist education
dc.subject.spa.fl_str_mv enseñanza de la historia
ley 10.639 / 03
enseñando
historia africana y afrobrasileña
educación antirracista
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description This dissertation is the result of questions regarding the application of Law 10,639, which, in 2003, amended and included in the Law of Guidelines and Bases the mandatory teaching of African and Afro-Brazilian History and Culture in educational institutions. It has as its object, the practices of teachers of the discipline of History related to these contents, of four schools of the state network of the State of São Paulo. Anchored in the theoretical-methodological framework of authors that, generically, we describe as anti-racists, we chose as contributions for analysis the categories structural racism, awareness, decolonization, anti-racism. We hypothesize the statement that there is a gap between what the Law proposes and the work done at school, whether in the classroom or outside it, through the discipline of History, the one that par excellence, although not exclusively, deals directly with students, referred contents, objects of the legal provision. Of a qualitative nature, for empirical data collection, this research used semi-structured interviews, a procedure carried out with High School History teachers, from the public network of Basic Education in the State of São Paulo. This research demonstrated that there are significant advances in the history schoolwork after the promulgation of Law 10.639 / 03, both in relation to the editorial production related to the proposed contents, as well as the pedagogical action of teachers of this discipline. It is noteworthy, however, that the teaching work depends a lot on the individual initiatives of those educators, whose biographies are marked by a personal engagement in the anti-racist struggle. On the other hand, even teachers who became aware and seek the path of anti-racist education, still carry out work that falls short of the expectations underlying the Law, whether due to insufficient contributions from the managing authorities, whether due to the resistance of a conservative school culture or the conditions pedagogical to which these teachers are submitted, culminating in a still precarious educational, with respect to ethnic-racial issues.
publishDate 2020
dc.date.accessioned.fl_str_mv 2020-11-30T21:47:30Z
dc.date.issued.fl_str_mv 2020-06-30
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dc.identifier.citation.fl_str_mv Silva, Paula Anunciação. A lei 10.639/03 e a prática docente de história na educação básica. 2020. 131 f. Dissertação( Programa de Mestrado em Gestão e Práticas Educacionais) - Universidade Nove de Julho, São Paulo.
dc.identifier.uri.fl_str_mv http://bibliotecatede.uninove.br/handle/tede/2414
identifier_str_mv Silva, Paula Anunciação. A lei 10.639/03 e a prática docente de história na educação básica. 2020. 131 f. Dissertação( Programa de Mestrado em Gestão e Práticas Educacionais) - Universidade Nove de Julho, São Paulo.
url http://bibliotecatede.uninove.br/handle/tede/2414
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