Afro-Brazilian culture in Physical Education at school: expectation or reality in teaching practice?
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/21438 |
Resumo: | Its objective was to analyze how Physical Education teachers understand Law 10.639/03 and approach Afro-Brazilian culture in their classes. For this, a qualitative, descriptive and cross-sectional procedure was adopted. Ten Physical Education teachers from two public schools participated in the research. Data were collected through semi-structured interviews and treated using the content analysis technique. The results indicated that most teachers are unaware of Law 10.639/03 and that they had no contact with it during their professional training. Of the most developed content during their classes, games stood out, followed by sports and dance, being the least mentioned ethnic-racial issue. Regarding the approach to the contents related to the Afro-Brazilian culture, only one teacher affirmed to work on such contents throughout the academic year and in the subject program. Of the difficulties mentioned, the prejudice of the school community in relation to the theme stood out, even though teachers consider it important to deal with these contents, especially due to the diversity, miscegenation and racial prejudice present in Brazilian society. Therefore, it was concluded that there are still gaps both in relation to teacher training (initial and continuing) and in terms of knowledge, legitimacy and applicability of Law 10.639/03 and the contents of Afro-Brazilian culture in the school environment. |
id |
UNIFEI_585e1690eeaa83796282708656b03af9 |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/21438 |
network_acronym_str |
UNIFEI |
network_name_str |
Research, Society and Development |
repository_id_str |
|
spelling |
Afro-Brazilian culture in Physical Education at school: expectation or reality in teaching practice?Cultura Afro-brasilera en la Educación Física escolar: ¿expectativa o realidad en la práctica docente?Cultura Afro-brasileira na Educação Física escolar: expectativa ou realidade na prática docente?EscolaLei 10.639/03Formação profissionalLicenciaturaRelações étnico-raciais.SchoolLaw 10.639/03Professional qualificationBachelor's degreeEthnic-racial relations.EscuelaLey 10.639/03Formación profesionalLicenciaturaRelaciones étnico-raciales.Its objective was to analyze how Physical Education teachers understand Law 10.639/03 and approach Afro-Brazilian culture in their classes. For this, a qualitative, descriptive and cross-sectional procedure was adopted. Ten Physical Education teachers from two public schools participated in the research. Data were collected through semi-structured interviews and treated using the content analysis technique. The results indicated that most teachers are unaware of Law 10.639/03 and that they had no contact with it during their professional training. Of the most developed content during their classes, games stood out, followed by sports and dance, being the least mentioned ethnic-racial issue. Regarding the approach to the contents related to the Afro-Brazilian culture, only one teacher affirmed to work on such contents throughout the academic year and in the subject program. Of the difficulties mentioned, the prejudice of the school community in relation to the theme stood out, even though teachers consider it important to deal with these contents, especially due to the diversity, miscegenation and racial prejudice present in Brazilian society. Therefore, it was concluded that there are still gaps both in relation to teacher training (initial and continuing) and in terms of knowledge, legitimacy and applicability of Law 10.639/03 and the contents of Afro-Brazilian culture in the school environment.Tuvo como objetivo analizar cómo profesores de Educación Física comprenden la Ley 10.639/03 y abordan la cultura afro-brasilera en sus clases. Para ello, se adoptó un abordaje cualitativo, de carácter descriptivo y de delineamiento transversal. Participaron de la investigación 10 profesores de Educación Física provenientes de dos escuelas de la red pública de enseñanza. Los datos fueron colectados mediante entrevista semi-estructurada y tratados a partir de la técnica de análisis de contenido. Los resultados indicaron que la mayoría de los profesores desconoce la Ley 10.639/03 y que no tuvieron contacto con ésta durante su formación profesional. De los contenidos más desarrollados durante sus clases se destacaron los juegos, seguidos por los deportes y la danza, siendo el asunto étnico-racial menos mencionado. En lo que respecta al abordaje de los contenidos relacionados a la cultura afro-brasileira, sólo una profesora afirmó trabajar dichos contenidos a lo largo del año lectivo y en el programa de la materia. De las dificultades mencionadas, se destacó el prejuicio de la comunidad escolar en relación a la temática, a pesar de que los profesores consideren importante tratar esos contenidos, sobretodo en función de la diversidad, mestizaje y discriminación racial presentes en la sociedad brasileira. Ante ello, se concluye en que aún existen lagunas tanto en relación a la formación de profesores (inicial y continuada) como en función del conocimiento, legitimación y aplicabilidad de la Ley 10.639/03 y los contenidos de la cultura afro-brasilera en el ambiente escolar.Objetivou-se analisar como professores de educação física compreendem a Lei 10.639/03 e se abordam a cultura afro-brasileira em suas aulas. Para isso, adotou-se uma abordagem qualitativa, de caráter descritivo e de delineamento transversal. Participaram da pesquisa 10 professores de Educação Física provenientes de duas escolas da rede pública de ensino. Os dados foram coletados mediante entrevista semiestruturada e tratados a partir da técnica de análise de conteúdo. Os resultados indicaram que a maioria dos professores desconhece a Lei 10.639/03, com ausência de contato na formação profissional. Dos conteúdos mais desenvolvidos em suas aulas, destacaram-se os jogos, seguidos de esportes e dança, sendo o étnico-racial menos mencionado. Em relação à abordagem dos conteúdos relativos à cultura afro-brasileira, apenas uma professora afirmou trabalhar tais conteúdos perpassando o ano letivo e o currículo da disciplina. Das dificuldades mencionadas, destacou-se o preconceito da comunidade escolar em relação à temática, ainda que os professores considerem importante o trato desses conteúdos, sobretudo em função da diversidade, miscigenação e preconceito racial presentes na sociedade brasileira. Diante disso, concluiu-se que ainda existem lacunas tanto em relação à formação de professores (inicial e continuada) quanto em função do conhecimento, legitimação e aplicabilidade da Lei 10.639/03 e os conteúdos da cultura afro-brasileira no ambiente escolar.Research, Society and Development2021-10-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2143810.33448/rsd-v10i13.21438Research, Society and Development; Vol. 10 No. 13; e396101321438Research, Society and Development; Vol. 10 Núm. 13; e396101321438Research, Society and Development; v. 10 n. 13; e3961013214382525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/21438/19073Copyright (c) 2021 Marieli Nepomuceno de Oliveira; Elizangela Cely; Gabriela Simões; Célia Polatihttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessOliveira, Marieli Nepomuceno de Cely, ElizangelaSimões, GabrielaPolati, Célia2021-11-21T18:26:28Zoai:ojs.pkp.sfu.ca:article/21438Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:40:51.188675Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Afro-Brazilian culture in Physical Education at school: expectation or reality in teaching practice? Cultura Afro-brasilera en la Educación Física escolar: ¿expectativa o realidad en la práctica docente? Cultura Afro-brasileira na Educação Física escolar: expectativa ou realidade na prática docente? |
title |
Afro-Brazilian culture in Physical Education at school: expectation or reality in teaching practice? |
spellingShingle |
Afro-Brazilian culture in Physical Education at school: expectation or reality in teaching practice? Oliveira, Marieli Nepomuceno de Escola Lei 10.639/03 Formação profissional Licenciatura Relações étnico-raciais. School Law 10.639/03 Professional qualification Bachelor's degree Ethnic-racial relations. Escuela Ley 10.639/03 Formación profesional Licenciatura Relaciones étnico-raciales. |
title_short |
Afro-Brazilian culture in Physical Education at school: expectation or reality in teaching practice? |
title_full |
Afro-Brazilian culture in Physical Education at school: expectation or reality in teaching practice? |
title_fullStr |
Afro-Brazilian culture in Physical Education at school: expectation or reality in teaching practice? |
title_full_unstemmed |
Afro-Brazilian culture in Physical Education at school: expectation or reality in teaching practice? |
title_sort |
Afro-Brazilian culture in Physical Education at school: expectation or reality in teaching practice? |
author |
Oliveira, Marieli Nepomuceno de |
author_facet |
Oliveira, Marieli Nepomuceno de Cely, Elizangela Simões, Gabriela Polati, Célia |
author_role |
author |
author2 |
Cely, Elizangela Simões, Gabriela Polati, Célia |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Oliveira, Marieli Nepomuceno de Cely, Elizangela Simões, Gabriela Polati, Célia |
dc.subject.por.fl_str_mv |
Escola Lei 10.639/03 Formação profissional Licenciatura Relações étnico-raciais. School Law 10.639/03 Professional qualification Bachelor's degree Ethnic-racial relations. Escuela Ley 10.639/03 Formación profesional Licenciatura Relaciones étnico-raciales. |
topic |
Escola Lei 10.639/03 Formação profissional Licenciatura Relações étnico-raciais. School Law 10.639/03 Professional qualification Bachelor's degree Ethnic-racial relations. Escuela Ley 10.639/03 Formación profesional Licenciatura Relaciones étnico-raciales. |
description |
Its objective was to analyze how Physical Education teachers understand Law 10.639/03 and approach Afro-Brazilian culture in their classes. For this, a qualitative, descriptive and cross-sectional procedure was adopted. Ten Physical Education teachers from two public schools participated in the research. Data were collected through semi-structured interviews and treated using the content analysis technique. The results indicated that most teachers are unaware of Law 10.639/03 and that they had no contact with it during their professional training. Of the most developed content during their classes, games stood out, followed by sports and dance, being the least mentioned ethnic-racial issue. Regarding the approach to the contents related to the Afro-Brazilian culture, only one teacher affirmed to work on such contents throughout the academic year and in the subject program. Of the difficulties mentioned, the prejudice of the school community in relation to the theme stood out, even though teachers consider it important to deal with these contents, especially due to the diversity, miscegenation and racial prejudice present in Brazilian society. Therefore, it was concluded that there are still gaps both in relation to teacher training (initial and continuing) and in terms of knowledge, legitimacy and applicability of Law 10.639/03 and the contents of Afro-Brazilian culture in the school environment. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-17 |
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 |
https://rsdjournal.org/index.php/rsd/article/view/21438 10.33448/rsd-v10i13.21438 |
url |
https://rsdjournal.org/index.php/rsd/article/view/21438 |
identifier_str_mv |
10.33448/rsd-v10i13.21438 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/21438/19073 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Marieli Nepomuceno de Oliveira; Elizangela Cely; Gabriela Simões; Célia Polati https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Marieli Nepomuceno de Oliveira; Elizangela Cely; Gabriela Simões; Célia Polati https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 13; e396101321438 Research, Society and Development; Vol. 10 Núm. 13; e396101321438 Research, Society and Development; v. 10 n. 13; e396101321438 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
_version_ |
1797052692624834560 |