A questão étnico-racial na formação continuada de professores da Escola Básica: uma análise de quatro Núcleos de Estudos Afrobrasileiros do estado do Rio de Janeiro

• Autor(a) principal: Lima, Sergio Gonçalves de
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10134
• topic: Ethnic-racial Education; Continuum of Teacher Education; Multiculturalism; Educação Étnico-racial; Formação continuada; Multiculturalismo; Negros; Professores - Formação; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present work aims to analyse how Núcleos de Estudos Afrobrasileiros (Neabs) - Afro-Brazilian Studies Centers contribute to the continuum training process of primary education teachers in the state of Rio de Janeiro. It had the following objectives: to analyse the history, the dilemmas and political-pedagogical practices that mark the history and creation of four Neabs in the state of Rio de Janeiro taking into account the definitions of multiculturalism, and also to identify the elements that approach and those which are distant from the Neabs conceptions and interventions up to the evaluation of their coordinators. As analysis support was adopted McLaren (1997) and D'Adesky (2001) theoretical formulations. From McLaren we debated about the different aspects of multiculturalism and D'Adesky (2001) how to think of the multiple; and how to think about categories that are indeterminate or poorly determined, such as race, ethnicity and nation. The research aimed to answer what have been the developments in the ethnic-racial education field led by the Neabs for the continuum of teacher education of teachers from basic schools in the state of Rio de Janeiro? The research was based on a qualitative approach within the critical paradigm, and relied on documentary analysis and in techniques of semi-structured interview. To this research, four coordinators from the Neabs - RJ were interviewed. The study allowed us to understand that there are several difficulties faced by Neabs to make possible their proposals, such as government and institutional character. However, we affirm that the Neabs have as a perspective the multiculturalism critic. We understand that representations are the result of social struggles on significant and their meanings. It is possible to realize that the multiculturalism critic appropriated by Neabs brings important contributions conquered by social movements. These contributions give visibility to the ways different social groups build their history.