A lei 10.639/03 e sua implementação nas licenciaturas em geografia da UEL e UEM

• Autor(a) principal: Bozelli, Letícia Maria
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4609
• topic: Geograia - Formação docente; Geografia - Currículo; Educação étnico-racial; Lei Nº 10.639/03; Ciências Humanas; Geografia

The presente research has as general aim to investigate how the licensees Geography courses of the Universidade Estadual de Maringá (UEM) and Universidade Estadual de Londrina (UEL) are working for an antiracist teacher training recommended by law 10.639/03. In a qualitative approach, and anchored in the content analysis methodology, the research focuses on the study and analysis of pedagogical documents, that is, the Pedagogical Projects of the Geography Courses of these higher education institutions, as well as, through the interviews, the identification and verification of the knowledge and teaching practices that are directed towards an antiracist education. Understanding the curriculum as a territory of disputes seeks to comprehend, in the light of the literature already produced in this field of research, the actions of licensees in Geography studied in order to train teachers prepared to act in the pursuit of a geographical education promoting racial equality, since the ethnic-racial issues are composed of cross-cutting themes and have a specific curricular guideline that aims to guide the actions of educational institutions. It has been verified, through the proposed categorizations, that there is a notable progress regarding compliance with Law 10.639/03 and Resolution 02/2015 by UEL, with the constitution of a specific discipline called "Teaching of Geography of Diversity". This factor does not mean that conflicts are absent in this institution, but the discussion appears more mature. On the other hand, EMU is still resistant to these changes with incipient advances. As a goal, we hope to contribute to the formation of teachers in general, but particularly of Geography, who will be able to transform the way students understand the African diaspora process and the relevant role played by this population in the Brazilian socio-spatial formation. It is hoped, finally, to contribute to the curricular development of the researched universities and in general to promote a Postcolonial Geographic Education in the formation of the Geography teacher