EDUCAÇÃO DAS RELAÇÕES ÉTNICO-RACIAIS: REFLEXÕES SOBRE UMA FORMAÇÃO CONTINUADA NA PERSPECTIVA DE DOCENTES

• Autor(a) principal: Melgaço, Paulo Henrique Maia
• Data de Publicação: 2020
• Outros Autores: de Brito, José Eustáquio, da Silva, Santuza Amorim
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Práxis Educacional (Online)
• Texto Completo: https://periodicos2.uesb.br/index.php/praxis/article/view/6359
• topic: Educação das relações étnico-raciais; Formação docente; Lei 10639/03; Educación de las relaciones étnico-raciales; Formación del profesorado; Ley no. 10639/03; Education of Ethnic and Racial Relations; Law no. 10639/03; Teacher training

This article aims to analyze the II Course of Improvement in History of Africa and AfroBrazilian Cultures, offered by the program “Affirmative Actions”, of the Faculty of Education, Federal University of Minas Gerais, in 2009, considering the reflections on professional knowledge and in the pedagogical practices of the teachers present at the program and work at the city of Juatuba, Minas Gerais. This is a qualitative approach study, that uses interviews and analysis of the documents related to the course and teaching practices as the main data collection instruments. In the analytical process, the National Curriculum Guidelines for the Education of Ethnic-Racial Relations were used as the main reference to understand the qualitative level of the course and the constant dialogue with the researches that address the highlighted theme. Among the important issues addressed, we highlight the critical analysis of the proposals of the courses taken, their methodologies and the didactic material used and the considerations on how the processes of knowledge’s reflections happen and their transposition for pedagogical practices, highlighting the category “Teacher’s Dialogues” as a necessary practice for the educational diversity policy. Such reflections become pertinent, as they allow, based on a case study, to explain how the formative processes that approach the ERER happen and to identify their reflexes in the teaching knowledge and pedagogical practices, against the background the complex process of implementation and performance of Law 10.639 / 03 in the country educational field.