Black epistemologies and education: ethnic-racial relations in the education of the pedagogue

Detalhes bibliográficos
Autor(a) principal: Nunes, Cicera
Data de Publicação: 2021
Outros Autores: Santana, Jusciney Carvalho, Franco, Nanci Helena Rebouças
Tipo de documento: Artigo
Idioma: por
Título da fonte: Roteiro (Joaçaba. Online)
Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/26314
Resumo: The article aims to analyze the field of Pedagogy Education based on the recognition of the importance of Education for Ethnic-Racial Relations as a structuring element in the construction of anti-racist education. From a methodological point of view, the study uses a qualitative approach of a bibliographic nature. Initially, it reflects on the education of the pedagogue through the legal determinations that should support the implementation of the teaching of African and Afro-Brazilian history and culture in the school curriculum. This legal framework – LDB no. 9.394/96, amended by Laws no. 10.639/03 and no. 11.645/08, Resolution CNE/CP no. 01/2004, Decision CNE/CP no. 03/2004 - established the National Curriculum Guidelines for the Education of Ethnic-Racial Relations and the Teaching of Afro-Brazilian and African History and Culture, in addition to the National Plan for the implementation of these Guidelines (2009). The study addresses the importance of constructing spaces for the production of knowledge that questions the foundations of racist thought in Brazil from the perspective discussed by Gomes (2012), starting from the construction of proposals committed to overcoming racism and pointing to a new paradigm of education. The reflections proposed by Carneiro (2005), Rodrigues, Cardoso and Silva (2019), Petit (2015, 2016), Gonçalves and Silva (2007), question the epistemicide and collaborate to rethink training in pedagogy as an important space to build theoretical-methodological references and recognize black epistemologies, pointing out possibilities for curricular and pedagogical resignifications. As such, it is recognized that an epistemological change and decolonization of curriculums are part of the necessary changes in the training of education professionals and especially of pedagogues.
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spelling Black epistemologies and education: ethnic-racial relations in the education of the pedagogueEpistemologias negras y educación: relacione étnico - raciales en la educación del pedagogoEpistemologias negras e educação: relações étnico-raciais na formação do(a) pedagogo(a)Epistemologia negraFormação inicial e continuadaPedagogiaRelações étnico-raciaisEpistemología negraEducación inicial y continuaPedagogíaRelaciones étnico-racialesBlack epistemologyInitial and continuing educationPedagogyEthnic-racial relationsEpistemologia NegraFormação Inicial e ContinuadaPedagogiaRelações Étnico-RaciaisThe article aims to analyze the field of Pedagogy Education based on the recognition of the importance of Education for Ethnic-Racial Relations as a structuring element in the construction of anti-racist education. From a methodological point of view, the study uses a qualitative approach of a bibliographic nature. Initially, it reflects on the education of the pedagogue through the legal determinations that should support the implementation of the teaching of African and Afro-Brazilian history and culture in the school curriculum. This legal framework – LDB no. 9.394/96, amended by Laws no. 10.639/03 and no. 11.645/08, Resolution CNE/CP no. 01/2004, Decision CNE/CP no. 03/2004 - established the National Curriculum Guidelines for the Education of Ethnic-Racial Relations and the Teaching of Afro-Brazilian and African History and Culture, in addition to the National Plan for the implementation of these Guidelines (2009). The study addresses the importance of constructing spaces for the production of knowledge that questions the foundations of racist thought in Brazil from the perspective discussed by Gomes (2012), starting from the construction of proposals committed to overcoming racism and pointing to a new paradigm of education. The reflections proposed by Carneiro (2005), Rodrigues, Cardoso and Silva (2019), Petit (2015, 2016), Gonçalves and Silva (2007), question the epistemicide and collaborate to rethink training in pedagogy as an important space to build theoretical-methodological references and recognize black epistemologies, pointing out possibilities for curricular and pedagogical resignifications. As such, it is recognized that an epistemological change and decolonization of curriculums are part of the necessary changes in the training of education professionals and especially of pedagogues.El artículo tiene como objetivo analizar el campo de la formación en Pedagogía, a partir del reconocimiento de la importancia de la Educación para las Relaciones Étnico-Raciales como elemento estructurante en la construcción de una educación antirracista. Desde un punto de vista metodológico, es un enfoque cualitativo de carácter bibliográfico. Inicialmente, se refleja en la formación del pedagogo, a partir de las determinaciones legales que deben sustentar la implementación de la enseñanza de la historia y cultura africana y afrobrasileña en el currículo escolar - LDB 9.394 / 96, modificada por las Leyes 10,639/03 y 11.645 / 08, Resolución CNE / CP 01/2004, Dictamen CNE / CP 03/2004 por el que se establece los Lineamientos Curriculares Nacionales para la Educación en Relaciones Étnico-Raciales y para la Enseñanza de la Historia y Cultura Afrobrasileña y Africana y el Plan Nacional para la implementación de estos Lineamientos (2009). Se aborda la importancia de construir espacios de producción de conocimiento que cuestionen las bases del pensamiento racista en Brasil desde la perspectiva discutida por Gomes (2012), partiendo de la construcción de propuestas comprometidas con la superación del racismo y apuntando a un nuevo paradigma de educación. Las reflexiones propuestas por Carneiro (2005), Rodrigues, Cardoso e Silva (2019), Petit (2015, 2016), Gonçalves y Silva (2007), cuestionan el epistemicidio y colaboran para repensar la formación en pedagogía como un importante espacio de construcción de referencias teórico-metodológico y reconocimiento de las epistemologías negras, señalando posibilidades de resignificaciones curriculares y pedagógicas. Así, se reconoce que un cambio epistemológico y la descolonización de los planes de estudio son parte de los cambios necesarios en el campo de la formación para los profesionales de la educación, y en particular para los pedagogos.O artigo tem como objetivo analisar o campo da formação em Pedagogia, a partir do reconhecimento da importância da Educação para as Relações Étnico-Raciais como elemento estruturante na construção de uma educação antirracista. Do ponto de vista metodológico é uma abordagem qualitativa de cunho bibliográfico. Inicialmente, reflete-se sobre a formação do pedagogo, a partir das determinações legais que devem fundamentar a implementação do ensino da história e cultura africana e afro-brasileira no currículo escolar – LDB 9.394/96 alterada pelas Leis 10.639/03 e 11.645/08, Resolução CNE/CP 01/2004; Parecer CNE/CP 03/2004 que institui as Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana e o Plano Nacional para implementação dessas Diretrizes (2009). Aborda-se a importância da construção de espaços de produção de conhecimentos que questionem as bases do pensamento racista no Brasil na perspectiva discutida por Gomes (2012), partindo da construção de propostas comprometidas com a superação do racismo e que apontem para um novo paradigma de educação. As reflexões propostas por Carneiro (2005), Rodrigues, Cardoso e Silva (2019), Petit (2015, 2016), Gonçalves e Silva (2007), questionam o epistemicídio e colaboram para repensar a formação em pedagogia enquanto espaço importante de construção de referenciais teórico-metodológicos e de reconhecimento das epistemologias negras, apontando possibilidades de ressignificações curriculares e pedagógicas. Com isso, reconhece-se que uma mudança epistemológica e a descolonização dos currículos são parte das mudanças necessárias no campo da formação dos profissionais da educação e, em especial, dos(as) pedagogos(as).Universidade do Oeste de Santa Catarina2021-03-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.unoesc.edu.br/roteiro/article/view/2631410.18593/r.v46i.26314Roteiro; Vol. 46 (2021): Roteiro; e26314Roteiro; Vol. 46 (2021): Roteiro; e26314Roteiro; Vol. 46 (2021): Roteiro; e26314Roteiro; v. 46 (2021): Roteiro; e26314Roteiro; Vol. 46 (2021): Roteiro; e263142177-60590104-431110.18593/r.v46ireponame:Roteiro (Joaçaba. Online)instname:Universidade do Oeste de Santa Catarina (UNOESC)instacron:UNOESCporhttps://periodicos.unoesc.edu.br/roteiro/article/view/26314/16114https://periodicos.unoesc.edu.br/roteiro/article/view/26314/16115Copyright (c) 2021 Cicera Nunes, Jusciney Carvalho Santana, Nanci Helena Rebouças Francohttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessNunes, CiceraSantana, Jusciney CarvalhoFranco, Nanci Helena Rebouças2021-12-15T11:48:55Zoai:ojs.periodicos.unoesc.edu.br:article/26314Revistahttps://portalperiodicos.unoesc.edu.br/roteirohttps://portalperiodicos.unoesc.edu.br/roteiro/oairoteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br2177-60590104-4311opendoar:2021-12-15T11:48:55Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)false
dc.title.none.fl_str_mv Black epistemologies and education: ethnic-racial relations in the education of the pedagogue
Epistemologias negras y educación: relacione étnico - raciales en la educación del pedagogo
Epistemologias negras e educação: relações étnico-raciais na formação do(a) pedagogo(a)
title Black epistemologies and education: ethnic-racial relations in the education of the pedagogue
spellingShingle Black epistemologies and education: ethnic-racial relations in the education of the pedagogue
Nunes, Cicera
Epistemologia negra
Formação inicial e continuada
Pedagogia
Relações étnico-raciais
Epistemología negra
Educación inicial y continua
Pedagogía
Relaciones étnico-raciales
Black epistemology
Initial and continuing education
Pedagogy
Ethnic-racial relations
Epistemologia Negra
Formação Inicial e Continuada
Pedagogia
Relações Étnico-Raciais
title_short Black epistemologies and education: ethnic-racial relations in the education of the pedagogue
title_full Black epistemologies and education: ethnic-racial relations in the education of the pedagogue
title_fullStr Black epistemologies and education: ethnic-racial relations in the education of the pedagogue
title_full_unstemmed Black epistemologies and education: ethnic-racial relations in the education of the pedagogue
title_sort Black epistemologies and education: ethnic-racial relations in the education of the pedagogue
author Nunes, Cicera
author_facet Nunes, Cicera
Santana, Jusciney Carvalho
Franco, Nanci Helena Rebouças
author_role author
author2 Santana, Jusciney Carvalho
Franco, Nanci Helena Rebouças
author2_role author
author
dc.contributor.author.fl_str_mv Nunes, Cicera
Santana, Jusciney Carvalho
Franco, Nanci Helena Rebouças
dc.subject.por.fl_str_mv Epistemologia negra
Formação inicial e continuada
Pedagogia
Relações étnico-raciais
Epistemología negra
Educación inicial y continua
Pedagogía
Relaciones étnico-raciales
Black epistemology
Initial and continuing education
Pedagogy
Ethnic-racial relations
Epistemologia Negra
Formação Inicial e Continuada
Pedagogia
Relações Étnico-Raciais
topic Epistemologia negra
Formação inicial e continuada
Pedagogia
Relações étnico-raciais
Epistemología negra
Educación inicial y continua
Pedagogía
Relaciones étnico-raciales
Black epistemology
Initial and continuing education
Pedagogy
Ethnic-racial relations
Epistemologia Negra
Formação Inicial e Continuada
Pedagogia
Relações Étnico-Raciais
description The article aims to analyze the field of Pedagogy Education based on the recognition of the importance of Education for Ethnic-Racial Relations as a structuring element in the construction of anti-racist education. From a methodological point of view, the study uses a qualitative approach of a bibliographic nature. Initially, it reflects on the education of the pedagogue through the legal determinations that should support the implementation of the teaching of African and Afro-Brazilian history and culture in the school curriculum. This legal framework – LDB no. 9.394/96, amended by Laws no. 10.639/03 and no. 11.645/08, Resolution CNE/CP no. 01/2004, Decision CNE/CP no. 03/2004 - established the National Curriculum Guidelines for the Education of Ethnic-Racial Relations and the Teaching of Afro-Brazilian and African History and Culture, in addition to the National Plan for the implementation of these Guidelines (2009). The study addresses the importance of constructing spaces for the production of knowledge that questions the foundations of racist thought in Brazil from the perspective discussed by Gomes (2012), starting from the construction of proposals committed to overcoming racism and pointing to a new paradigm of education. The reflections proposed by Carneiro (2005), Rodrigues, Cardoso and Silva (2019), Petit (2015, 2016), Gonçalves and Silva (2007), question the epistemicide and collaborate to rethink training in pedagogy as an important space to build theoretical-methodological references and recognize black epistemologies, pointing out possibilities for curricular and pedagogical resignifications. As such, it is recognized that an epistemological change and decolonization of curriculums are part of the necessary changes in the training of education professionals and especially of pedagogues.
publishDate 2021
dc.date.none.fl_str_mv 2021-03-25
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unoesc.edu.br/roteiro/article/view/26314
10.18593/r.v46i.26314
url https://periodicos.unoesc.edu.br/roteiro/article/view/26314
identifier_str_mv 10.18593/r.v46i.26314
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unoesc.edu.br/roteiro/article/view/26314/16114
https://periodicos.unoesc.edu.br/roteiro/article/view/26314/16115
dc.rights.driver.fl_str_mv Copyright (c) 2021 Cicera Nunes, Jusciney Carvalho Santana, Nanci Helena Rebouças Franco
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Cicera Nunes, Jusciney Carvalho Santana, Nanci Helena Rebouças Franco
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
dc.source.none.fl_str_mv Roteiro; Vol. 46 (2021): Roteiro; e26314
Roteiro; Vol. 46 (2021): Roteiro; e26314
Roteiro; Vol. 46 (2021): Roteiro; e26314
Roteiro; v. 46 (2021): Roteiro; e26314
Roteiro; Vol. 46 (2021): Roteiro; e26314
2177-6059
0104-4311
10.18593/r.v46i
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