Educação das relações étnico-raciais nos cadernos didáticos Formadores do Saber (2011 2012): análise da experiência da rede Municipal de Santo André

• Autor(a) principal: Silva, Regina Maria da
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/10452
• topic: Educação das relações étnico-raciais; Material didático; Lei nº 10.639/03; Education of ethnic-racial relations; Courseware; Law Nº. 10.639/03.; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

The Scope of this research is to investigate the approach of ethnic-racial relations in didactic books used by the Santo André County, "Formadores do Saber" (2011- 2012), whose main sources are: Law No. 10.639/03 and Guidelines National Curriculum for the Education of Racial-Ethnic and Teaching of History and Afro-Brazilian and African relations (DCNERER). The research considers the educational context of the municipality of Santo André - SP that has developed its own educational materials in partnership with the Centro Universitário Fundação Santo André (CUFSA). The central research problem is how to analyze the contents of Art, History and Brazilian Literature, respond to questions raised by Law No. 10.639/03. Have hypothesized that didactic books "Formadores do Saber" feature content related to the law 10.639/03 possible difficulties in dealing with the content in order to meet the objectives of DCENERER. The main theoretical frameworks are: Ivor Goodson (1998, 2001), Circe Maria Fernandes Bittencourt (2009), Kabengele Munanga (1995, 1996, 1999), Nilma Lino Gomes (2001, 2007, 2011) and Antonio Sergio Alfredo Guimarães (2005). To achieve the goal, the methodology was applied content analysis in search of evidence of the approach of ethno-racial issue. Evaluate the Teaching of History and Art were worked in an integrated manner, but only in 4th grade. 1st to 3rd year, the contents emphasize the development of identity. In literature, there are a significant number of African works from the 2nd to 5th year, but note the absence of african-Brazilian writers