Curriculum, memory and image:: teaching perspectives for the teaching of Quilombola History in Integrated High School

Detalhes bibliográficos
Autor(a) principal: Alves, Diego dos Santos
Data de Publicação: 2020
Outros Autores: Medeiros de Melo, Beatriz
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Labor
Texto Completo: http://www.periodicos.ufc.br/labor/article/view/60154
Resumo: This article presents a stage of the development of action research underway in the context of ProfEPT / Ifal that aims to investigate the place of quilombola memory in the collective memory and in the official curriculum of the Integrated High School (EMI) courses and, then, produce a documentary audiovisual as a didactic resource that expands the scope of integral education. The stage under analysis is the preliminary diagnosis of action research, which expresses the perception of teachers at the Federal Institute of Alagoas about the limits and possibilities for the inclusion of the debate on quilombola history and memory in EMI. It is a study that is methodologically affiliated to the qualitative approach, with input in the method of action research and bibliographic review. Thus, we collected the data through semi-structured questionnaires, applied to 28 History professors via the Google Forms online platform, and carried out a bibliographic research that allowed us to discuss the relationship between curriculum and memory as a way to improve integral education and reframing the place occupied by Afro-Brazilian communities in EMI educational practices. We conclude that the proposal for an audiovisual documentary, as an Educational Product, contributes to the inclusion of the quilombola theme in the curriculum, values ​​Afro-Brazilian history and memory and collaborates with the denaturalization of prejudice.
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spelling Curriculum, memory and image:: teaching perspectives for the teaching of Quilombola History in Integrated High SchoolCurriculum, memory and image:: teaching perspectives for the teaching of Quilombola History in Integrated High SchoolCurrículo, memória e imagem:: olhares docentes para o ensino da História Quilombola no Ensino Médio IntegradoHistory. Memory. Curriculum. Quilombolas. Comprehensive Education.Historia. Memoria. Plan de estudios. Política de inclusión social. Educación integral.História. Memória. Currículo. Política de Inclusão Social. Educação Integral.CurrículoMemóriaPesquisa-açãoEducação antirracistaThis article presents a stage of the development of action research underway in the context of ProfEPT / Ifal that aims to investigate the place of quilombola memory in the collective memory and in the official curriculum of the Integrated High School (EMI) courses and, then, produce a documentary audiovisual as a didactic resource that expands the scope of integral education. The stage under analysis is the preliminary diagnosis of action research, which expresses the perception of teachers at the Federal Institute of Alagoas about the limits and possibilities for the inclusion of the debate on quilombola history and memory in EMI. It is a study that is methodologically affiliated to the qualitative approach, with input in the method of action research and bibliographic review. Thus, we collected the data through semi-structured questionnaires, applied to 28 History professors via the Google Forms online platform, and carried out a bibliographic research that allowed us to discuss the relationship between curriculum and memory as a way to improve integral education and reframing the place occupied by Afro-Brazilian communities in EMI educational practices. We conclude that the proposal for an audiovisual documentary, as an Educational Product, contributes to the inclusion of the quilombola theme in the curriculum, values ​​Afro-Brazilian history and memory and collaborates with the denaturalization of prejudice.Este artículo presenta una etapa del desarrollo de la investigación de acción en curso en el contexto de ProfEPT/Ifal que tiene como objetivo investigar el lugar de la memoria quilombola en la memoria colectiva y en el plan de estudios oficial de los cursos de la Escuela Secundaria Integrada (EMI) y, luego, producir un documental El audiovisual como recurso didáctico que amplía el alcance de la educación integral. La etapa bajo análisis es el diagnóstico preliminar de la investigación en acción, que expresa la percepción de los docentes del Instituto Federal de Alagoas sobre los límites y las posibilidades para la inclusión del debate sobre la historia y la memoria de la quilombola en EMI. Es un estudio que está afiliado metodológicamente al enfoque cualitativo, con aportes en el método de investigación de acción y revisión bibliográfica. Por lo tanto, recopilamos los datos a través de cuestionarios semiestructurados, aplicados a 28 profesores de Historia a través de la plataforma en línea de Formularios de Google, y llevamos a cabo una investigación bibliográfica que nos permitió discutir la relación entre el currículo y la memoria como una forma de mejorar la educación integral y reformular el lugar ocupado por comunidades afrobrasileñas en prácticas educativas EMI. Concluimos que la propuesta de un documental audiovisual, como Producto Educativo, contribuye a la inclusión del tema quilombola en el currículo, valora la historia y la memoria afrobrasileña y colabora con la desnaturalización del prejuicio.Este artigo apresenta uma etapa do desenvolvimento de pesquisa-ação em andamento no contexto do ProfEPT/Ifal que objetiva investigar o lugar da memória quilombola na memória coletiva e no currículo oficial dos cursos de Ensino Médio Integrado (EMI) e, então, produzir um documentário audiovisual como recurso didático que amplie o âmbito da educação integral. A etapa em análise é o diagnóstico preliminar da pesquisa-ação, que manifesta a percepção dos docentes do Instituto Federal de Alagoas acerca dos limites e das possibilidades para a inclusão do debate sobre história e memória quilombola no EMI. Trata-se de um estudo que se filia metodologicamente à abordagem qualitativa, com aporte no método da pesquisa-ação e revisão bibliográfica. Assim, coletamos os dados por meio de questionários semiestruturados, aplicados a 28 docentes de História via plataforma on-line Google Forms, e realizamos pesquisa bibliográfica que nos permitiu discutir a relação entre currículo e memória enquanto caminho para o aperfeiçoamento da educação integral e ressignificação do lugar ocupado pelas comunidades afro-brasileiras nas práticas educativas do EMI. Concluímos que a proposta de um documentário audiovisual, como Produto Educacional, contribui para a inclusão da temática quilombola no currículo, valoriza a história e a memória afro-brasileiras e colabora com a desnaturalização do preconceito.Programa de Pós-Graduação em Educação da UFC2020-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.periodicos.ufc.br/labor/article/view/6015410.29148/labor.v2i24.60154Revista Labor; v. 2 n. 24 (2020): Labor; 303-3261983-5000reponame:Revista Laborinstname:Universidade Federal do Ceará (UFC)instacron:UFCporhttp://www.periodicos.ufc.br/labor/article/view/60154/162554Copyright (c) 2020 Revista Laborinfo:eu-repo/semantics/openAccessAlves, Diego dos SantosMedeiros de Melo, Beatriz2021-03-08T11:51:12Zoai:periodicos.ufc:article/60154Revistahttp://www.revistalabor.ufc.br/PUBhttp://www.periodicos.ufc.br/index.php/Labor/oai||eneas_arrais@hotmail.com||revista_labor@yahoo.com.br1983-50001983-5000opendoar:2021-03-08T11:51:12Revista Labor - Universidade Federal do Ceará (UFC)false
dc.title.none.fl_str_mv Curriculum, memory and image:: teaching perspectives for the teaching of Quilombola History in Integrated High School
Curriculum, memory and image:: teaching perspectives for the teaching of Quilombola History in Integrated High School
Currículo, memória e imagem:: olhares docentes para o ensino da História Quilombola no Ensino Médio Integrado
title Curriculum, memory and image:: teaching perspectives for the teaching of Quilombola History in Integrated High School
spellingShingle Curriculum, memory and image:: teaching perspectives for the teaching of Quilombola History in Integrated High School
Alves, Diego dos Santos
History. Memory. Curriculum. Quilombolas. Comprehensive Education.
Historia. Memoria. Plan de estudios. Política de inclusión social. Educación integral.
História. Memória. Currículo. Política de Inclusão Social. Educação Integral.
Currículo
Memória
Pesquisa-ação
Educação antirracista
title_short Curriculum, memory and image:: teaching perspectives for the teaching of Quilombola History in Integrated High School
title_full Curriculum, memory and image:: teaching perspectives for the teaching of Quilombola History in Integrated High School
title_fullStr Curriculum, memory and image:: teaching perspectives for the teaching of Quilombola History in Integrated High School
title_full_unstemmed Curriculum, memory and image:: teaching perspectives for the teaching of Quilombola History in Integrated High School
title_sort Curriculum, memory and image:: teaching perspectives for the teaching of Quilombola History in Integrated High School
author Alves, Diego dos Santos
author_facet Alves, Diego dos Santos
Medeiros de Melo, Beatriz
author_role author
author2 Medeiros de Melo, Beatriz
author2_role author
dc.contributor.author.fl_str_mv Alves, Diego dos Santos
Medeiros de Melo, Beatriz
dc.subject.por.fl_str_mv History. Memory. Curriculum. Quilombolas. Comprehensive Education.
Historia. Memoria. Plan de estudios. Política de inclusión social. Educación integral.
História. Memória. Currículo. Política de Inclusão Social. Educação Integral.
Currículo
Memória
Pesquisa-ação
Educação antirracista
topic History. Memory. Curriculum. Quilombolas. Comprehensive Education.
Historia. Memoria. Plan de estudios. Política de inclusión social. Educación integral.
História. Memória. Currículo. Política de Inclusão Social. Educação Integral.
Currículo
Memória
Pesquisa-ação
Educação antirracista
description This article presents a stage of the development of action research underway in the context of ProfEPT / Ifal that aims to investigate the place of quilombola memory in the collective memory and in the official curriculum of the Integrated High School (EMI) courses and, then, produce a documentary audiovisual as a didactic resource that expands the scope of integral education. The stage under analysis is the preliminary diagnosis of action research, which expresses the perception of teachers at the Federal Institute of Alagoas about the limits and possibilities for the inclusion of the debate on quilombola history and memory in EMI. It is a study that is methodologically affiliated to the qualitative approach, with input in the method of action research and bibliographic review. Thus, we collected the data through semi-structured questionnaires, applied to 28 History professors via the Google Forms online platform, and carried out a bibliographic research that allowed us to discuss the relationship between curriculum and memory as a way to improve integral education and reframing the place occupied by Afro-Brazilian communities in EMI educational practices. We conclude that the proposal for an audiovisual documentary, as an Educational Product, contributes to the inclusion of the quilombola theme in the curriculum, values ​​Afro-Brazilian history and memory and collaborates with the denaturalization of prejudice.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://www.periodicos.ufc.br/labor/article/view/60154
10.29148/labor.v2i24.60154
url http://www.periodicos.ufc.br/labor/article/view/60154
identifier_str_mv 10.29148/labor.v2i24.60154
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://www.periodicos.ufc.br/labor/article/view/60154/162554
dc.rights.driver.fl_str_mv Copyright (c) 2020 Revista Labor
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Revista Labor
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Educação da UFC
publisher.none.fl_str_mv Programa de Pós-Graduação em Educação da UFC
dc.source.none.fl_str_mv Revista Labor; v. 2 n. 24 (2020): Labor; 303-326
1983-5000
reponame:Revista Labor
instname:Universidade Federal do Ceará (UFC)
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instname_str Universidade Federal do Ceará (UFC)
instacron_str UFC
institution UFC
reponame_str Revista Labor
collection Revista Labor
repository.name.fl_str_mv Revista Labor - Universidade Federal do Ceará (UFC)
repository.mail.fl_str_mv ||eneas_arrais@hotmail.com||revista_labor@yahoo.com.br
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