A educação em direitos humanos no contexto das relações étnico-raciais: desafios e perspectivas no encontro com a pedagogia freireana

• Autor(a) principal: Bezerra , Julyanna de Oliveira
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/11817
• topic: Formação Permanente.; Políticas Públicas; Educação Antirracista; Permanent Training; Public Policies; Anti-Racist Education; CNPQ::CIENCIAS HUMANAS

The present qualitative study, aims to understand the relationship of individuals with a human rights education that prioritize the awareness and re-signification as a permanent formation of the being. To that end, it is necessary to understand the value and viability of the Freirean theoretical-methodological proposal as a path to a critical and conscientious study. Offering an introduction to the discussions on affirmative action public policies as a way to rescue the human dignity of black people. Investigating and contributing with new pedagogical practices. To that end, the methodology chosen is supported by the theoretical contributions of: Freire (1987; 1994; 1996; 1997; 2000; 2003; 2014), Munanga (2004; 2005), Carvalho (2005), Nascimento (2003), Poutgnat (2011), Santos (2007), Silva (2005), and others. To reach the proposed objectives, we draw a specific methodology throughout the research. First we made a broad bibliographical research focused on materials rich in the studied subject: articles, books, newspapers, magazines; in a second moment we carried out a documentary research reviewing legal frameworks, investigating, among them the Federal Constitution of 1988, Law nº 10.639/2003 that establishes the obligatoriness of the teaching of Afro Brazilian history and culture, the Law of Directives and Bases of National Education (LDBEN), the Racial Equality Statute and the National Curricular Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture, and after all the theoretical research, we conducted the participatory research, where we applied a questionnaire and we discussed the theme with the teachers involved, and we worked with pedagogical workshops with the young people of the institution, where at all times we established a relationship between theory and practice. Thus, the present research sought to contribute to the line of thought that believes in the continuous need to rethink our history, in order to seek collective solutions to racism, this great problem that we experience on the day-to-day life, and which directly affects more than half the Brazilian population. We understand that as the discussions about Anti-Racist Education are spreading throughout Brazilian territory, especially in the black, indigenous and women‟s movements, new ideas and practices are emerging and being created as alternatives to improve social and economic conditions. Promoting social and human growth as solid measures, leading our entire nation along the path of citizenship in its entirety, without distinction of race, color, gender, or social condition. Necessarily this fact has significant implications to the formative process of educators.