A FORMAÇÃO DE DOCENTES PARA A EDUCAÇÃO DAS RELAÇÕES ÉTNICO-RACIAIS NO MUNICÍPIO DE PITANGA/PR: PERCURSOS DA LEI 10.639/03

• Autor(a) principal: CASTELINI, ALESSANDRA LOPES DE OLIVEIRA
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNICENTRO
• Texto Completo: http://tede.unicentro.br:8080/jspui/handle/jspui/838
• topic: Educação para as Relações Étnico-Raciais; Formação de Docentes; Lei 10.639/03; Education of Race and Ethnic Relations; Teacher Education; Law 10.639 / 03; CIENCIAS HUMANAS::EDUCACAO

The growing discussion about the need for implementation of Federal Law No. 10,639 / 03 which makes mandatory the teaching of History, African Culture and Afro-Brazilian in all modalities of education and the promotion practices of racial equality for Basic Education need to gain more visibility and be more discussed in higher education, that requires a number of HEIs initiatives. In this sense, the general objective of this study is to understand how was the education of teachers in the city of Pitanga / PR to promote the Education of Race and Ethnic Relations - ERER. As specific objectives, we analyze the pedagogical emphases on ethnic racial education presented in the curricula of undergraduate Degree in Education / UNICENTRO, trying to map how was the education of teachers linked to SEMEC for the Education of Race and Ethnic Relations. The research was developed through a qualitative study on the approach of Educational Anthropology supported the theoretical backrests Barth (2000) and Gusmão (2008) which leads us to comprehend that the investigation took place in a cultural context that needs to be considered. This study applied ethnographic research using data from SEMEC Pitanga / PR, curriculum structure analysis of the Pedagogy preparation and teachers education of municipal schools with an extension course at the Center for Amerindian and African Studies - NEAA / UNICENTRO in 2014, with daily records in the countryside and interviews with teachers that work in Basic Education. In this sense, we have established a dialogue with Cavalleiro (2005), Coelho (2012), Gomes (2002, 2005), Gonçalves e Silva (2002), Silvério (2012), and others. Through the analysis, it was found that race and ethnic studies were introduced in the curriculum structure of the Pedagogy preparation only in 2009 counteracting the suggestion to be presented as discipline, emerge as content linked to a discipline, in this case, the sociology of education II. The research concludes that, on the one hand the SEMEC is responsible for establishing agreement with UNICENTRO to offer degree in Pedagogy preparation through minimum conditions of the course as well as the continued education of professionals in municipal schools. On the other hand, UNICENTRO that needs to resize the ethnic-racial theme in the Pedagogy preparation in accordance with the opinion 003/2004, thus allowing these teachers have the possibility of reshaping attitudes and teaching practices, in addition to offering expansion in continuing education through the institutionalization of research and extension groups in Pitanga / PR campus. Thus, according to the data presented, the NEAA preparation course was the only preparation opportunity from ERER, but not enabled, appropriately, the broad effectiveness of such pedagogical practices due to the restriction on the number of participants and the discontinuity in such preparation by SEMEC and the lack of institutional implication of UNICENTRO regarding the most effective actions in promoting racial equality which becomes an obstacle to effective preparation policies from the perspective of ERER.