Projeto Pafundi: criança feliz aprende melhor! Afroletramento, transversalidade e pertencimento afro na escola: uma experiência pretagógica

Detalhes bibliográficos
Autor(a) principal: Mendonça, Esther Costa
Data de Publicação: 2020
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/54743
Resumo: This investigation is an intervention research with an anti-racist perspective that has as its theme the strengthening of the sense of belonging of students from a peripheral school through strategies of African literacy. Set in a public school of elementary level I, located in the João Paulo II neighborhood, in the Grande Jangurussu, in Fortaleza, it has as protagonists two classes of the 5th year, totaling a total of 70 students. He started from the following questions: what are the benefits that pretagogy can bring in the strengthening of afro belonging when experiences of African literacy and transversalization of subjects are carried out? What are the elements of transversalization of the curriculum that can be achieved through experiences of African literacy? Which operative concepts of pretagogy and possible pedagogical practices can be used to generate an afroletragem of students within the scope of the school curriculum in action. Pretagogical intervention was carried out in the curricular components of Portuguese, Literature, Sciences, History, Geography, Arts and Human Formation. To this end, field and documentary research were carried out, with data being collected through observation of classes, workshops and field classes where the feedback collection was provided for each intervention. At the beginning of the research, a historical contextualization about the education of the black population was presented through a survey of milestones that contributed to the advances in black education and anti-racist education in Brazil, as well as discussion of studies on racism in the classroom. Then came the discussion on diversified literacies with an emphasis on the design and application of African literacy, which proposes the decentralization of educational practices, enabling new cultural and critical perceptions from an afre-referenced perspective. The theoretical-methodological framework adopted in the empirical approach was Pretagogy, which supported the investigation, both from a philosophical and operational point of view. Emphasis was placed on the markers of Africanities that make it possible to identify recurring elements of the presence of Africanities in Brazilian life and society, regardless of ethnic-racial belonging. In this way, students were able to realize the importance of Africanities in their lives. The work used some operational concepts such as the transfer of knowledge. As a theoretical basis, works by Petit (2015), Boal (1980), Cuti (2010), Freire (1993), Gomes (2017), Cavalleiro (2000), among others, were used. Legal documents from Brazil (2003, 2004, 2010) were also referenced, which discuss the mandatory teaching of ethnic-racial relations, status of social equality, national guidelines for the education of ethnic-racial relations. It is concluded that the classes experienced an afro-literacy process integrated with the school curriculum that favored anti-racist attitudes, stimulating the recognition and pride of the blackness of black children and / or black people in the family or references. In this way, the use of literature, music, historical, geographical, artistic exploration from black authors talking about the blackness and the presence of this blackness in the country's culture and other experiences provided during the research-intervention proved to be very pertinent to the strengthening of Afro belonging and combating racism in the classroom.
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spelling Projeto Pafundi: criança feliz aprende melhor! Afroletramento, transversalidade e pertencimento afro na escola: uma experiência pretagógicaEducação - Aspectos sociais - Fortaleza (CE)Cultura afro-brasileira - Estudo e ensino (Ensino fundamental) - Fortaleza (CE)Discriminação na educação - Fortaleza (CE)Racismo na educação - Fortaleza (CE)This investigation is an intervention research with an anti-racist perspective that has as its theme the strengthening of the sense of belonging of students from a peripheral school through strategies of African literacy. Set in a public school of elementary level I, located in the João Paulo II neighborhood, in the Grande Jangurussu, in Fortaleza, it has as protagonists two classes of the 5th year, totaling a total of 70 students. He started from the following questions: what are the benefits that pretagogy can bring in the strengthening of afro belonging when experiences of African literacy and transversalization of subjects are carried out? What are the elements of transversalization of the curriculum that can be achieved through experiences of African literacy? Which operative concepts of pretagogy and possible pedagogical practices can be used to generate an afroletragem of students within the scope of the school curriculum in action. Pretagogical intervention was carried out in the curricular components of Portuguese, Literature, Sciences, History, Geography, Arts and Human Formation. To this end, field and documentary research were carried out, with data being collected through observation of classes, workshops and field classes where the feedback collection was provided for each intervention. At the beginning of the research, a historical contextualization about the education of the black population was presented through a survey of milestones that contributed to the advances in black education and anti-racist education in Brazil, as well as discussion of studies on racism in the classroom. Then came the discussion on diversified literacies with an emphasis on the design and application of African literacy, which proposes the decentralization of educational practices, enabling new cultural and critical perceptions from an afre-referenced perspective. The theoretical-methodological framework adopted in the empirical approach was Pretagogy, which supported the investigation, both from a philosophical and operational point of view. Emphasis was placed on the markers of Africanities that make it possible to identify recurring elements of the presence of Africanities in Brazilian life and society, regardless of ethnic-racial belonging. In this way, students were able to realize the importance of Africanities in their lives. The work used some operational concepts such as the transfer of knowledge. As a theoretical basis, works by Petit (2015), Boal (1980), Cuti (2010), Freire (1993), Gomes (2017), Cavalleiro (2000), among others, were used. Legal documents from Brazil (2003, 2004, 2010) were also referenced, which discuss the mandatory teaching of ethnic-racial relations, status of social equality, national guidelines for the education of ethnic-racial relations. It is concluded that the classes experienced an afro-literacy process integrated with the school curriculum that favored anti-racist attitudes, stimulating the recognition and pride of the blackness of black children and / or black people in the family or references. In this way, the use of literature, music, historical, geographical, artistic exploration from black authors talking about the blackness and the presence of this blackness in the country's culture and other experiences provided during the research-intervention proved to be very pertinent to the strengthening of Afro belonging and combating racism in the classroom.Essa investigação é uma pesquisa intervenção com perspectiva antirracista, que tem como tema o fortalecimento do senso de pertencimento de alunos de uma escola de periferia através de estratégias de afroletramento. Ambientada em uma escola pública de nível fundamental I, localizada no bairro João Paulo II, no grande Jangurussu, em Fortaleza, tem como protagonistas duas turmas do 5º ano, totalizando um total de 70 alunos. Partiu das seguintes perguntas: quais os benefícios que a pretagogia pode trazer no fortalecimento ao pertencimento afro quando realizadas experiências de afroletramento e tranversalização de disciplinas? Quais os elementos de tranversalização do currículo que se podem alcançar através de experiências de afroletramento? Quais conceitos operatórios da pretagogia e possíveis práticas pedagógicas pode se lançar mão para gerar um afroletramento de alunos e alunas no âmbito do currículo escolar em ação? Foi realizada intervenção pretagógica nos componentes curriculares de Português, Literatura, Ciências, História, Geografia, Artes e Formação Humana. Para tanto, foram efetivadas pesquisa de campo e documental, sendo os dados coletados por observação de aulas, oficinas e aulas de campo onde a cada intervenção a coleta de feedback foi propiciada. No início da pesquisa foi apresentada uma contextualização histórica sobre a educação da população negra mediante levantamento de marcos que contribuíram para os avanços da educação dos negros e da educação antirracista no Brasil, bem como discussão de estudos sobre o racismo na sala de aula. Em seguida foi trazida a discussão sobre letramentos diversificados com ênfase na concepção e aplicação do afroletramento, que propõe o descentramento das práticas educacionais, viabilizando novas percepções culturais e críticas a partir de uma ótica afrorreferenciada. O referencial teórico-metodológico adotado na abordagem empírica foi a Pretagogia, que embasou a investigação, tanto do ponto de vista filosófico como operacional. Foi dada ênfase aos marcadores das africanidades que permitem identificar elementos recorrentes da presença das africanidades na vida e sociedade brasileira, independentemente de pertencimento étnico-racial. Dessa forma, alunas e alunos puderam perceber a importância das africanidades na vida delas. O trabalho usou alguns conceitos operacionais tais como a tranversalização dos conhecimentos. Como fundamentação teórica. Foram utilizadas obras de Petit (2015), Boal (1980), Cuti (2010), Freire (1993), Gomes (2017), Cavalleiro (2000), dentre outros. Também foram referenciados documentos legais de Brasil (2003, 2004, 2010), que discorrem sobre a obrigatoriedade do ensino das relações étnico-raciais, estatuto da igualdade social e diretrizes nacionais para a educação das relações étnico-raciais. Conclui-se que as turmas vivenciaram um processo de afroletramento integrado ao currículo escolar que favoreceu atitudes antirracistas, estimulando o reconhecimento e orgulho da negritude das crianças negras e/ou das pessoas negras na família ou referenciais. Dessa maneira, a utilização de literaturas, músicas, exploração histórica, geográfica, artística a partir de autores negros falando sobre a negritude e a presença dessa negritude na cultura do país e demais vivências propiciadas ao longo da pesquisa-intervenção se revelaram muito pertinentes ao fortalecimento do pertencimento afro e combate ao racismo na sala de aula.Petit, Sandra HaydeéMendonça, Esther Costa2020-10-20T11:45:14Z2020-10-20T11:45:14Z2020info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfMENDONÇA, Esther Costa. Projeto Pafundi: criança feliz aprende melhor! Afroletramento, transversalidade e pertencimento afro na escola: uma experiência pretagógica. 2020. 168f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2020.http://www.repositorio.ufc.br/handle/riufc/54743porreponame:Repositório Institucional da Universidade Federal do Ceará (UFC)instname:Universidade Federal do Ceará (UFC)instacron:UFCinfo:eu-repo/semantics/openAccess2020-10-29T15:02:40Zoai:repositorio.ufc.br:riufc/54743Repositório InstitucionalPUBhttp://www.repositorio.ufc.br/ri-oai/requestbu@ufc.br || repositorio@ufc.bropendoar:2024-09-11T18:26:23.189724Repositório Institucional da Universidade Federal do Ceará (UFC) - Universidade Federal do Ceará (UFC)false
dc.title.none.fl_str_mv Projeto Pafundi: criança feliz aprende melhor! Afroletramento, transversalidade e pertencimento afro na escola: uma experiência pretagógica
title Projeto Pafundi: criança feliz aprende melhor! Afroletramento, transversalidade e pertencimento afro na escola: uma experiência pretagógica
spellingShingle Projeto Pafundi: criança feliz aprende melhor! Afroletramento, transversalidade e pertencimento afro na escola: uma experiência pretagógica
Mendonça, Esther Costa
Educação - Aspectos sociais - Fortaleza (CE)
Cultura afro-brasileira - Estudo e ensino (Ensino fundamental) - Fortaleza (CE)
Discriminação na educação - Fortaleza (CE)
Racismo na educação - Fortaleza (CE)
title_short Projeto Pafundi: criança feliz aprende melhor! Afroletramento, transversalidade e pertencimento afro na escola: uma experiência pretagógica
title_full Projeto Pafundi: criança feliz aprende melhor! Afroletramento, transversalidade e pertencimento afro na escola: uma experiência pretagógica
title_fullStr Projeto Pafundi: criança feliz aprende melhor! Afroletramento, transversalidade e pertencimento afro na escola: uma experiência pretagógica
title_full_unstemmed Projeto Pafundi: criança feliz aprende melhor! Afroletramento, transversalidade e pertencimento afro na escola: uma experiência pretagógica
title_sort Projeto Pafundi: criança feliz aprende melhor! Afroletramento, transversalidade e pertencimento afro na escola: uma experiência pretagógica
author Mendonça, Esther Costa
author_facet Mendonça, Esther Costa
author_role author
dc.contributor.none.fl_str_mv Petit, Sandra Haydeé
dc.contributor.author.fl_str_mv Mendonça, Esther Costa
dc.subject.por.fl_str_mv Educação - Aspectos sociais - Fortaleza (CE)
Cultura afro-brasileira - Estudo e ensino (Ensino fundamental) - Fortaleza (CE)
Discriminação na educação - Fortaleza (CE)
Racismo na educação - Fortaleza (CE)
topic Educação - Aspectos sociais - Fortaleza (CE)
Cultura afro-brasileira - Estudo e ensino (Ensino fundamental) - Fortaleza (CE)
Discriminação na educação - Fortaleza (CE)
Racismo na educação - Fortaleza (CE)
description This investigation is an intervention research with an anti-racist perspective that has as its theme the strengthening of the sense of belonging of students from a peripheral school through strategies of African literacy. Set in a public school of elementary level I, located in the João Paulo II neighborhood, in the Grande Jangurussu, in Fortaleza, it has as protagonists two classes of the 5th year, totaling a total of 70 students. He started from the following questions: what are the benefits that pretagogy can bring in the strengthening of afro belonging when experiences of African literacy and transversalization of subjects are carried out? What are the elements of transversalization of the curriculum that can be achieved through experiences of African literacy? Which operative concepts of pretagogy and possible pedagogical practices can be used to generate an afroletragem of students within the scope of the school curriculum in action. Pretagogical intervention was carried out in the curricular components of Portuguese, Literature, Sciences, History, Geography, Arts and Human Formation. To this end, field and documentary research were carried out, with data being collected through observation of classes, workshops and field classes where the feedback collection was provided for each intervention. At the beginning of the research, a historical contextualization about the education of the black population was presented through a survey of milestones that contributed to the advances in black education and anti-racist education in Brazil, as well as discussion of studies on racism in the classroom. Then came the discussion on diversified literacies with an emphasis on the design and application of African literacy, which proposes the decentralization of educational practices, enabling new cultural and critical perceptions from an afre-referenced perspective. The theoretical-methodological framework adopted in the empirical approach was Pretagogy, which supported the investigation, both from a philosophical and operational point of view. Emphasis was placed on the markers of Africanities that make it possible to identify recurring elements of the presence of Africanities in Brazilian life and society, regardless of ethnic-racial belonging. In this way, students were able to realize the importance of Africanities in their lives. The work used some operational concepts such as the transfer of knowledge. As a theoretical basis, works by Petit (2015), Boal (1980), Cuti (2010), Freire (1993), Gomes (2017), Cavalleiro (2000), among others, were used. Legal documents from Brazil (2003, 2004, 2010) were also referenced, which discuss the mandatory teaching of ethnic-racial relations, status of social equality, national guidelines for the education of ethnic-racial relations. It is concluded that the classes experienced an afro-literacy process integrated with the school curriculum that favored anti-racist attitudes, stimulating the recognition and pride of the blackness of black children and / or black people in the family or references. In this way, the use of literature, music, historical, geographical, artistic exploration from black authors talking about the blackness and the presence of this blackness in the country's culture and other experiences provided during the research-intervention proved to be very pertinent to the strengthening of Afro belonging and combating racism in the classroom.
publishDate 2020
dc.date.none.fl_str_mv 2020-10-20T11:45:14Z
2020-10-20T11:45:14Z
2020
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dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
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dc.identifier.uri.fl_str_mv MENDONÇA, Esther Costa. Projeto Pafundi: criança feliz aprende melhor! Afroletramento, transversalidade e pertencimento afro na escola: uma experiência pretagógica. 2020. 168f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2020.
http://www.repositorio.ufc.br/handle/riufc/54743
identifier_str_mv MENDONÇA, Esther Costa. Projeto Pafundi: criança feliz aprende melhor! Afroletramento, transversalidade e pertencimento afro na escola: uma experiência pretagógica. 2020. 168f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2020.
url http://www.repositorio.ufc.br/handle/riufc/54743
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reponame_str Repositório Institucional da Universidade Federal do Ceará (UFC)
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repository.name.fl_str_mv Repositório Institucional da Universidade Federal do Ceará (UFC) - Universidade Federal do Ceará (UFC)
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