“Espera aí, agora somos nós” : percepções sobre racismo, práticas pedagógicas e educação das relações étnico-raciais numa escola de Cuiabá-MT (2006-2021)
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/4415 |
Resumo: | The state anti-racist policies aim is, among other objectives, to modify curriculum practices and therefore guide the actions of education professionals, bringing the parameters and guidelines for pedagogical actions that contain social, racial and cultural markers. This research seeks to understand the pedagogical practices, racism and education of ethnic-racial relations from the perceptions of teachers and students in a school in Cuiabá-MT (2006- 2021). For this, it was necessary to present the content of the legislations/guidelines and State policies that are anti-racist, relating it to the perceptions obtained regarding the thoughts and curricular practices in the context of anti-racist education; to debate the pedagogical practices and the thoughts of managers, teachers, and students in the context of ethnic-racial relations and anti-racist education; to discuss the importance of the laws, guidelines, and plans for antiracist education in the didactic-pedagogical and curricular instruments of the school researched. Finally, we analyze, based on data obtained in the field, the degree of practical contribution of the school to anti-racist education. Thus, we discuss the racism that structures the Brazilian society and is present in the educational systems, as well as the legal mechanisms that contribute to rethink the pedagogical praxis, such as the Law 10.639 (BRASIL, 2003). Thus, we started with the guiding question: "How are the pedagogical practices, racism and ethnic-racial relations education in the researched school?". The key theoretical frameworks for the research are: Cavalleiro (2001); Domingues (2004); Gomes (2017); Guimarães, (2003); Jaime (2016); Munanga (2020); Paixão (2013, 2014); Pereira (2013); Schwarcz (1999). To this end, we opted for a qualitative approach that makes use of the case study method. As research instruments, we chose the interview with semi-structured script and document analysis, so we interviewed teachers, students and managers of that school, as well as representatives of Black Movements in the city of Cuiabá-MT. In the field, we noticed that the school unit was able to provide important discussions about race relations, considering the anti-racism legislation. These discussions involved dialogues, reflections, and conversation circles, as well as pedagogical and didactic-curricular work, especially the Project "The Color of Culture" which brought African and Afro-Brazilian culture into the school. With this, we can verify the existence of a significant work involving the school community with repercussion on the family and society. Most of the professionals know and have access to anti-racist laws and documents. However, it is necessary to have continuous training, political and pedagogical actions to raise awareness, closer relations with the Black Movement, and improvement in educational materials that must meet the school demand. |
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“Espera aí, agora somos nós” : percepções sobre racismo, práticas pedagógicas e educação das relações étnico-raciais numa escola de Cuiabá-MT (2006-2021)Educação antirracistaRelações raciaisCurrículoCuiabá-MTCNPQ::CIENCIAS HUMANAS::EDUCACAOAnti-racist educationRace relationsCurriculumCuiabá-MTThe state anti-racist policies aim is, among other objectives, to modify curriculum practices and therefore guide the actions of education professionals, bringing the parameters and guidelines for pedagogical actions that contain social, racial and cultural markers. This research seeks to understand the pedagogical practices, racism and education of ethnic-racial relations from the perceptions of teachers and students in a school in Cuiabá-MT (2006- 2021). For this, it was necessary to present the content of the legislations/guidelines and State policies that are anti-racist, relating it to the perceptions obtained regarding the thoughts and curricular practices in the context of anti-racist education; to debate the pedagogical practices and the thoughts of managers, teachers, and students in the context of ethnic-racial relations and anti-racist education; to discuss the importance of the laws, guidelines, and plans for antiracist education in the didactic-pedagogical and curricular instruments of the school researched. Finally, we analyze, based on data obtained in the field, the degree of practical contribution of the school to anti-racist education. Thus, we discuss the racism that structures the Brazilian society and is present in the educational systems, as well as the legal mechanisms that contribute to rethink the pedagogical praxis, such as the Law 10.639 (BRASIL, 2003). Thus, we started with the guiding question: "How are the pedagogical practices, racism and ethnic-racial relations education in the researched school?". The key theoretical frameworks for the research are: Cavalleiro (2001); Domingues (2004); Gomes (2017); Guimarães, (2003); Jaime (2016); Munanga (2020); Paixão (2013, 2014); Pereira (2013); Schwarcz (1999). To this end, we opted for a qualitative approach that makes use of the case study method. As research instruments, we chose the interview with semi-structured script and document analysis, so we interviewed teachers, students and managers of that school, as well as representatives of Black Movements in the city of Cuiabá-MT. In the field, we noticed that the school unit was able to provide important discussions about race relations, considering the anti-racism legislation. These discussions involved dialogues, reflections, and conversation circles, as well as pedagogical and didactic-curricular work, especially the Project "The Color of Culture" which brought African and Afro-Brazilian culture into the school. With this, we can verify the existence of a significant work involving the school community with repercussion on the family and society. Most of the professionals know and have access to anti-racist laws and documents. However, it is necessary to have continuous training, political and pedagogical actions to raise awareness, closer relations with the Black Movement, and improvement in educational materials that must meet the school demand.As políticas antirracistas estatais visam, dentre outros objetivos, modificar as práticas curriculares e, assim, orientar as ações dos(as) profissionais da educação, trazendo os parâmetros e as diretrizes para as ações pedagógicas que contenham os marcadores sociais, raciais e culturais. Esta pesquisa busca compreender as práticas pedagógicas, racismo e educação das relações étnico-raciais a partir de percepções de docentes e discentes em uma escola de Cuiabá-MT (2006-2021). Para isso, fez-se necessário apresentarmos o conteúdo das legislações/diretrizes e políticas de Estado que são antirracistas, relacionando-o às percepções obtidas referentes aos pensamentos e às práticas curriculares no contexto da educação antirracista; debatermos as práticas pedagógicas e os pensamentos de gestores, professores e de discentes no contexto das relações étnico-raciais e da educação antirracista; discutirmos a importância das leis, diretrizes e planos de educação antirracista nos instrumentos didáticopedagógicos e curriculares da escola pesquisada. Por fim, analisamos, a partir dos dados obtidos no campo, o grau de contribuição prática da escola para com a educação antirracista. Assim, discute o racismo que estrutura a sociedade brasileira e que está presente nos sistemas de ensino, como também os mecanismos legais que contribuem para repensar a práxis pedagógica, a exemplo a Lei 10.639 (BRASIL, 2003). Desse modo, partimos da pergunta norteadora: “Como se dão as práticas pedagógicas, o racismo e a educação das relações étnico-raciais na escola pesquisada?”. Os principais marcos teóricos da pesquisa são: Cavalleiro (2001); Domingues (2004); Gomes (2017); Guimarães, (2003); Jaime (2016); Munanga (2020); Paixão (2013, 2014); Pereira (2013); Schwarcz (1999). Para tanto, optamos por uma abordagem qualitativa que se vale do método de estudos de caso. Como instrumentos de pesquisa, escolhemos a entrevista com roteiro semiestruturados e análise de documentos, dessa maneira, entrevistamos docentes, discentes e gestores da referida escola, como também representantes de Movimentos Negros da cidade de Cuiabá-MT. Em campo, percebemos que a unidade escolar conseguiu proporcionar discussões importantes acerca das relações raciais, considerando as legislações antirracistas. Essas discussões envolveram diálogos, reflexões e rodas de conversas, bem como o trabalho pedagógico-didático-curricular, com destaque ao Projeto “A Cor da Cultura” que trouxe a cultura africana e afro-brasileira para dentro da escola. Com isso, aferimos a existência de um trabalho significativo envolvendo a comunidade escolar com repercussão na família e sociedade. Grande parte dos profissionais conhece leis e documentos antirracistas e tem acesso aos mesmos, no entanto, há a necessidade de se oportunizar que esses profissionais tenham mais voz. Todavia, são necessárias formações continuadas, ações políticas e pedagógicas para sensibilização, estreitamento de relações com o Movimento Negro e melhoria nos materiais pedagógicos que devem atender a demanda escolar.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoSantos, Sérgio Pereira doshttp://lattes.cnpq.br/9044437804351118Santos, Sérgio Pereira dos031.716.277-30http://lattes.cnpq.br/9044437804351118Rodrigues, Bruno Pinheiro009.150.081-81http://lattes.cnpq.br/1810618693617830031.716.277-30Pinho, Vilma Aparecida de474.385.251-04http://lattes.cnpq.br/2018069654110698Costa, Candida Soares da229.417.031-87http://lattes.cnpq.br/4333588038026474Santos, Mário Alves dos2023-06-28T14:31:46Z2022-08-152023-06-28T14:31:46Z2022-05-24info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSANTOS, Mário Alves dos. “Espera aí, agora somos nós”: percepções sobre racismo, práticas pedagógicas e educação das relações étnico-raciais numa escola de Cuiabá-MT (2006-2021). 2022. 200 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2022.http://ri.ufmt.br/handle/1/4415porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-06-30T07:17:25Zoai:localhost:1/4415Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-06-30T07:17:25Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
“Espera aí, agora somos nós” : percepções sobre racismo, práticas pedagógicas e educação das relações étnico-raciais numa escola de Cuiabá-MT (2006-2021) |
title |
“Espera aí, agora somos nós” : percepções sobre racismo, práticas pedagógicas e educação das relações étnico-raciais numa escola de Cuiabá-MT (2006-2021) |
spellingShingle |
“Espera aí, agora somos nós” : percepções sobre racismo, práticas pedagógicas e educação das relações étnico-raciais numa escola de Cuiabá-MT (2006-2021) Santos, Mário Alves dos Educação antirracista Relações raciais Currículo Cuiabá-MT CNPQ::CIENCIAS HUMANAS::EDUCACAO Anti-racist education Race relations Curriculum Cuiabá-MT |
title_short |
“Espera aí, agora somos nós” : percepções sobre racismo, práticas pedagógicas e educação das relações étnico-raciais numa escola de Cuiabá-MT (2006-2021) |
title_full |
“Espera aí, agora somos nós” : percepções sobre racismo, práticas pedagógicas e educação das relações étnico-raciais numa escola de Cuiabá-MT (2006-2021) |
title_fullStr |
“Espera aí, agora somos nós” : percepções sobre racismo, práticas pedagógicas e educação das relações étnico-raciais numa escola de Cuiabá-MT (2006-2021) |
title_full_unstemmed |
“Espera aí, agora somos nós” : percepções sobre racismo, práticas pedagógicas e educação das relações étnico-raciais numa escola de Cuiabá-MT (2006-2021) |
title_sort |
“Espera aí, agora somos nós” : percepções sobre racismo, práticas pedagógicas e educação das relações étnico-raciais numa escola de Cuiabá-MT (2006-2021) |
author |
Santos, Mário Alves dos |
author_facet |
Santos, Mário Alves dos |
author_role |
author |
dc.contributor.none.fl_str_mv |
Santos, Sérgio Pereira dos http://lattes.cnpq.br/9044437804351118 Santos, Sérgio Pereira dos 031.716.277-30 http://lattes.cnpq.br/9044437804351118 Rodrigues, Bruno Pinheiro 009.150.081-81 http://lattes.cnpq.br/1810618693617830 031.716.277-30 Pinho, Vilma Aparecida de 474.385.251-04 http://lattes.cnpq.br/2018069654110698 Costa, Candida Soares da 229.417.031-87 http://lattes.cnpq.br/4333588038026474 |
dc.contributor.author.fl_str_mv |
Santos, Mário Alves dos |
dc.subject.por.fl_str_mv |
Educação antirracista Relações raciais Currículo Cuiabá-MT CNPQ::CIENCIAS HUMANAS::EDUCACAO Anti-racist education Race relations Curriculum Cuiabá-MT |
topic |
Educação antirracista Relações raciais Currículo Cuiabá-MT CNPQ::CIENCIAS HUMANAS::EDUCACAO Anti-racist education Race relations Curriculum Cuiabá-MT |
description |
The state anti-racist policies aim is, among other objectives, to modify curriculum practices and therefore guide the actions of education professionals, bringing the parameters and guidelines for pedagogical actions that contain social, racial and cultural markers. This research seeks to understand the pedagogical practices, racism and education of ethnic-racial relations from the perceptions of teachers and students in a school in Cuiabá-MT (2006- 2021). For this, it was necessary to present the content of the legislations/guidelines and State policies that are anti-racist, relating it to the perceptions obtained regarding the thoughts and curricular practices in the context of anti-racist education; to debate the pedagogical practices and the thoughts of managers, teachers, and students in the context of ethnic-racial relations and anti-racist education; to discuss the importance of the laws, guidelines, and plans for antiracist education in the didactic-pedagogical and curricular instruments of the school researched. Finally, we analyze, based on data obtained in the field, the degree of practical contribution of the school to anti-racist education. Thus, we discuss the racism that structures the Brazilian society and is present in the educational systems, as well as the legal mechanisms that contribute to rethink the pedagogical praxis, such as the Law 10.639 (BRASIL, 2003). Thus, we started with the guiding question: "How are the pedagogical practices, racism and ethnic-racial relations education in the researched school?". The key theoretical frameworks for the research are: Cavalleiro (2001); Domingues (2004); Gomes (2017); Guimarães, (2003); Jaime (2016); Munanga (2020); Paixão (2013, 2014); Pereira (2013); Schwarcz (1999). To this end, we opted for a qualitative approach that makes use of the case study method. As research instruments, we chose the interview with semi-structured script and document analysis, so we interviewed teachers, students and managers of that school, as well as representatives of Black Movements in the city of Cuiabá-MT. In the field, we noticed that the school unit was able to provide important discussions about race relations, considering the anti-racism legislation. These discussions involved dialogues, reflections, and conversation circles, as well as pedagogical and didactic-curricular work, especially the Project "The Color of Culture" which brought African and Afro-Brazilian culture into the school. With this, we can verify the existence of a significant work involving the school community with repercussion on the family and society. Most of the professionals know and have access to anti-racist laws and documents. However, it is necessary to have continuous training, political and pedagogical actions to raise awareness, closer relations with the Black Movement, and improvement in educational materials that must meet the school demand. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-08-15 2022-05-24 2023-06-28T14:31:46Z 2023-06-28T14:31:46Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
SANTOS, Mário Alves dos. “Espera aí, agora somos nós”: percepções sobre racismo, práticas pedagógicas e educação das relações étnico-raciais numa escola de Cuiabá-MT (2006-2021). 2022. 200 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2022. http://ri.ufmt.br/handle/1/4415 |
identifier_str_mv |
SANTOS, Mário Alves dos. “Espera aí, agora somos nós”: percepções sobre racismo, práticas pedagógicas e educação das relações étnico-raciais numa escola de Cuiabá-MT (2006-2021). 2022. 200 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2022. |
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http://ri.ufmt.br/handle/1/4415 |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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