Formação de professoras dos anos iniciais do ensino fundamental em Iguatu-CE: desafios da construção do pertencimento afro através da pretagogia

Detalhes bibliográficos
Autor(a) principal: Félix, Cristiane de Oliveira
Data de Publicação: 2021
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
Texto Completo: http://www.repositorio.ufc.br/handle/riufc/56552
Resumo: Starting from the understanding that there is racism in the school environment; and that the school can contribute directly or indirectly to the reproduction of racist practices, I understand that in return this should be a space for transformation and combat this big social problem, developing an Anti-racist Education. This educational practice was constituted by the tireless struggles of the Black Social Movements in the search to exercise an education that favors the discussions on ethnic relations in Brazil, which has been possible through the legal apparatus of Law 10,639/03. Despite the advances achieved with the 10,639/03 and the fact that many researches already have as their object their applicability, it is noted that there is still an excessive delay in its execution, mainly in relation to the adequate training of teachers of Brazilian schools. The present research proposal has as its generais objective to study the possibilities and limits of strengthening the afro belonging of teachers of the initial grades of elementary school through the approach of Pretagogy. As specific objectives, I analyze the concepts that these teachers elaborate about the Fricanities before and after black interventions. For this purpose, through interventions, pedagogical actions that contribute to the construction and strengthening of Afro belonging. As references to support the research, I use the contributions of Cavalleiro (2001); Gomes (2002;2005;2017); Munanga (2005;2016); Nascimento (2017); Petit (2015;2016), among others. The research subjects were four elementary school teachers from the Padre Januário Campos Educational Center, in the city of Iguatu-Ce. The methodological proposal is inserted in the field of the qualitative approach from the research-training mediated by Pretagogy for being an afrorreferentiated theoretical-methodological contribution. The empirical approach had the presence of the Markers of Africanities for the elaboration of the formative meetings with the teachers. The work took different directions than it had been planned in the beginning and the results were even more surprising than expected. At times I felt a tone of denunciation on the part of the teachers associated with the absence of training and a concrete project on Africanities. Teachers have also come to recognize that there is racism in the environment in which they work. Making it possible for teachers to have contact with bibliographic and audiovisual materials that are not referenced, paved the way for the preparation of new anti-racist pedagogical practices.
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spelling Formação de professoras dos anos iniciais do ensino fundamental em Iguatu-CE: desafios da construção do pertencimento afro através da pretagogiaPertencimento AfroLei 10.639/03Formação de professoras/esPretagogiaStarting from the understanding that there is racism in the school environment; and that the school can contribute directly or indirectly to the reproduction of racist practices, I understand that in return this should be a space for transformation and combat this big social problem, developing an Anti-racist Education. This educational practice was constituted by the tireless struggles of the Black Social Movements in the search to exercise an education that favors the discussions on ethnic relations in Brazil, which has been possible through the legal apparatus of Law 10,639/03. Despite the advances achieved with the 10,639/03 and the fact that many researches already have as their object their applicability, it is noted that there is still an excessive delay in its execution, mainly in relation to the adequate training of teachers of Brazilian schools. The present research proposal has as its generais objective to study the possibilities and limits of strengthening the afro belonging of teachers of the initial grades of elementary school through the approach of Pretagogy. As specific objectives, I analyze the concepts that these teachers elaborate about the Fricanities before and after black interventions. For this purpose, through interventions, pedagogical actions that contribute to the construction and strengthening of Afro belonging. As references to support the research, I use the contributions of Cavalleiro (2001); Gomes (2002;2005;2017); Munanga (2005;2016); Nascimento (2017); Petit (2015;2016), among others. The research subjects were four elementary school teachers from the Padre Januário Campos Educational Center, in the city of Iguatu-Ce. The methodological proposal is inserted in the field of the qualitative approach from the research-training mediated by Pretagogy for being an afrorreferentiated theoretical-methodological contribution. The empirical approach had the presence of the Markers of Africanities for the elaboration of the formative meetings with the teachers. The work took different directions than it had been planned in the beginning and the results were even more surprising than expected. At times I felt a tone of denunciation on the part of the teachers associated with the absence of training and a concrete project on Africanities. Teachers have also come to recognize that there is racism in the environment in which they work. Making it possible for teachers to have contact with bibliographic and audiovisual materials that are not referenced, paved the way for the preparation of new anti-racist pedagogical practices.Partindo do entendimento de que existe racismo no ambiente escolar, e que a escola pode contribuir direta ou indiretamente para a (re) produção de práticas racistas, compreendo que em contrapartida este deve ser um espaço de transformação e de combate a esse grande problema social, desenvolvendo uma Educação Antirracista. Tal prática educativa se constituiu das incansáveis lutas dos Movimentos Sociais Negros na busca de exercer uma educação que favoreça as discussões sobre as relações etnicorraciais no Brasil, que vem sendo possível por meio do aparato legal da Lei 10.639/03. Apesar dos avanços alcançados com a 10.639/03 e o fato de muitas pesquisas já terem por objeto sua aplicabilidade, nota-se que ainda há uma morosidade excessiva na sua execução, principalmente em relação a formação adequada das professoras e dos professores das escolas brasileiras. A presente proposta de pesquisa tem como objetivo geral estudar as possibilidades e limites do fortalecimento do pertencimento afro de professoras dos anos iniciais do ensino fundamental mediante abordagem da Pretagogia. Como objetivos específicos, analiso os conceitos que estas professoras elaboram a respeito das africanidades antes e após intervenções pretagógicas. Para tanto, implemento, através de intervenções, ações pedagógicas que colaborem para a construção e fortalecimento do pertencimento afro. Como referências para fundamentação da pesquisa, recorro as contribuições de Cavalleiro (2001); Gomes (2002; 2005; 2017); Munanga (2005; 2016); Nascimento (2017); Petit (2015; 2016), entre outros. As participantes da pesquisa foram quatro professoras do ensino fundamental I, do Centro Educacional Padre Januário Campos, na cidade de Iguatu- CE. A proposta metodológica está inserida no campo da pesquisa qualitativa, a partir da pesquisa-formação mediada pela Pretagogia por ser uma abordagem teórico-metodológica afrorreferenciada. O estudo empírico contou com o instrumental pretagógico dos Marcadores das Africanidades para a elaboração dos encontros formativos com as docentes. O trabalho tomou rumos diferentes do que havia sido traçado no início e os resultados foram ainda mais surpreendentes do que o esperado. Em alguns momentos senti um tom de denúncia por parte das docentes associado à ausência de formação e de um projeto concreto sobre africanidades. As docentes também passaram a reconhecer que existe racismo no ambiente em que trabalham. Oportunizar que as docentes tivessem contato com os materiais bibliográficos e audiovisuais afrorreferenciados abriu caminho para a elaboração de novas práticas pedagógicas antirracistas.Petit, Sandra HaydéeFélix, Cristiane de Oliveira2021-02-12T18:02:19Z2021-02-12T18:02:19Z2021info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfFÉLIX, Cristiane de Oliveira. Formação de professoras dos anos iniciais do ensino fundamental em Iguatu-CE: desafios da construção do pertencimento afro através da pretagogia. Orientadora: Sandra Haydée Petit. 2021.159 f. Dissertação (Mestrado em Educação) – Programa de Pós-Graduação em Educação Brasileira, Faculdade de Educação, Universidade Federal do Ceará, Fortaleza, 2021.http://www.repositorio.ufc.br/handle/riufc/56552porreponame:Repositório Institucional da Universidade Federal do Ceará (UFC)instname:Universidade Federal do Ceará (UFC)instacron:UFCinfo:eu-repo/semantics/openAccess2021-02-12T18:02:19Zoai:repositorio.ufc.br:riufc/56552Repositório InstitucionalPUBhttp://www.repositorio.ufc.br/ri-oai/requestbu@ufc.br || repositorio@ufc.bropendoar:2024-09-11T18:31:53.809175Repositório Institucional da Universidade Federal do Ceará (UFC) - Universidade Federal do Ceará (UFC)false
dc.title.none.fl_str_mv Formação de professoras dos anos iniciais do ensino fundamental em Iguatu-CE: desafios da construção do pertencimento afro através da pretagogia
title Formação de professoras dos anos iniciais do ensino fundamental em Iguatu-CE: desafios da construção do pertencimento afro através da pretagogia
spellingShingle Formação de professoras dos anos iniciais do ensino fundamental em Iguatu-CE: desafios da construção do pertencimento afro através da pretagogia
Félix, Cristiane de Oliveira
Pertencimento Afro
Lei 10.639/03
Formação de professoras/es
Pretagogia
title_short Formação de professoras dos anos iniciais do ensino fundamental em Iguatu-CE: desafios da construção do pertencimento afro através da pretagogia
title_full Formação de professoras dos anos iniciais do ensino fundamental em Iguatu-CE: desafios da construção do pertencimento afro através da pretagogia
title_fullStr Formação de professoras dos anos iniciais do ensino fundamental em Iguatu-CE: desafios da construção do pertencimento afro através da pretagogia
title_full_unstemmed Formação de professoras dos anos iniciais do ensino fundamental em Iguatu-CE: desafios da construção do pertencimento afro através da pretagogia
title_sort Formação de professoras dos anos iniciais do ensino fundamental em Iguatu-CE: desafios da construção do pertencimento afro através da pretagogia
author Félix, Cristiane de Oliveira
author_facet Félix, Cristiane de Oliveira
author_role author
dc.contributor.none.fl_str_mv Petit, Sandra Haydée
dc.contributor.author.fl_str_mv Félix, Cristiane de Oliveira
dc.subject.por.fl_str_mv Pertencimento Afro
Lei 10.639/03
Formação de professoras/es
Pretagogia
topic Pertencimento Afro
Lei 10.639/03
Formação de professoras/es
Pretagogia
description Starting from the understanding that there is racism in the school environment; and that the school can contribute directly or indirectly to the reproduction of racist practices, I understand that in return this should be a space for transformation and combat this big social problem, developing an Anti-racist Education. This educational practice was constituted by the tireless struggles of the Black Social Movements in the search to exercise an education that favors the discussions on ethnic relations in Brazil, which has been possible through the legal apparatus of Law 10,639/03. Despite the advances achieved with the 10,639/03 and the fact that many researches already have as their object their applicability, it is noted that there is still an excessive delay in its execution, mainly in relation to the adequate training of teachers of Brazilian schools. The present research proposal has as its generais objective to study the possibilities and limits of strengthening the afro belonging of teachers of the initial grades of elementary school through the approach of Pretagogy. As specific objectives, I analyze the concepts that these teachers elaborate about the Fricanities before and after black interventions. For this purpose, through interventions, pedagogical actions that contribute to the construction and strengthening of Afro belonging. As references to support the research, I use the contributions of Cavalleiro (2001); Gomes (2002;2005;2017); Munanga (2005;2016); Nascimento (2017); Petit (2015;2016), among others. The research subjects were four elementary school teachers from the Padre Januário Campos Educational Center, in the city of Iguatu-Ce. The methodological proposal is inserted in the field of the qualitative approach from the research-training mediated by Pretagogy for being an afrorreferentiated theoretical-methodological contribution. The empirical approach had the presence of the Markers of Africanities for the elaboration of the formative meetings with the teachers. The work took different directions than it had been planned in the beginning and the results were even more surprising than expected. At times I felt a tone of denunciation on the part of the teachers associated with the absence of training and a concrete project on Africanities. Teachers have also come to recognize that there is racism in the environment in which they work. Making it possible for teachers to have contact with bibliographic and audiovisual materials that are not referenced, paved the way for the preparation of new anti-racist pedagogical practices.
publishDate 2021
dc.date.none.fl_str_mv 2021-02-12T18:02:19Z
2021-02-12T18:02:19Z
2021
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv FÉLIX, Cristiane de Oliveira. Formação de professoras dos anos iniciais do ensino fundamental em Iguatu-CE: desafios da construção do pertencimento afro através da pretagogia. Orientadora: Sandra Haydée Petit. 2021.159 f. Dissertação (Mestrado em Educação) – Programa de Pós-Graduação em Educação Brasileira, Faculdade de Educação, Universidade Federal do Ceará, Fortaleza, 2021.
http://www.repositorio.ufc.br/handle/riufc/56552
identifier_str_mv FÉLIX, Cristiane de Oliveira. Formação de professoras dos anos iniciais do ensino fundamental em Iguatu-CE: desafios da construção do pertencimento afro através da pretagogia. Orientadora: Sandra Haydée Petit. 2021.159 f. Dissertação (Mestrado em Educação) – Programa de Pós-Graduação em Educação Brasileira, Faculdade de Educação, Universidade Federal do Ceará, Fortaleza, 2021.
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