Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-06-07T13:31:31Z No. of bitstreams: 1 2015 - Samanta Samira Nogueira Rodrigues.pdf: 1503792 bytes, checksum: df94af22a94c541a4db727dc3abf04ab (MD5) / Made available in DSpace on 2017-06-07T13:31:31Z (GMT). No. of bitstreams: 1 2015 - Samanta Samira Nogueira Rodrigues.pdf: 1503792 bytes, checksum: df94af22a94c541a4db727dc3abf04ab (MD5) Previous issue date: 2015-03-30 / We were told that Princess Elizabeth didn?t think that was right black people being slaves and decided to end slavery in Brazil. After almost one hundred twenty-seven years the abolition of the slave system, studies show the educational field as one of the (re) producing inequality by ethnic and racial origin that are perpetuated until today. The existence of research that denounce and question this scenario, as well as changes in relation to it is a space that has gradually been expanding in the country. This demand for changes to combat racism and silences about it added to the struggles of Black movement towards an education based on ethnic-racial relations triggered the legal obligation of content insertion on the "History of Africa and Africans, the struggle of blacks in Brazil, the Brazilian black culture and the black person in the formation of the national society "throughout the school curriculum. This measure aims to rescue the "contribution of black people in the social, economic and political". In order to contribute to discussions on that topic in education, our work has as object the book of the Portuguese language course for the ninth year of elementary school entitled Singular & Plural: reading, production and language studies, understanding that the book teaching is considered a tool to support the work of the teacher and are widely adopted in schools. Our goal was to analyze the possible contributions of Singular and Plural to overcome racism in schools, through the insertion of ethnic-racial theme. Therefore we seek as points to three specific goals include dialogue that highlight what is legally proclaimed on education for ethnic-racial relations; relate the official speeches with the texts present in the textbook selected for research; and collect the representations from English-speaking teachers of the school of the Municipal Nova Igua?u, locus of research. The outlook of the book as a tool to "disclosure and production of knowledge" regarding the "ethnic-racial pluralism," this objective in its opinion that regulated the legal obligation of guided education in ethnic-racial relations showed us the decoupling of grammar teaching and production of texts, some disbelief in students by an extensive sequence of "they can not, are positioned, have a way to get ..." and the book as a teaching resource allows dialogues to be made and expanded. Teachers showed also that the book of consolidating the changes made in LDBEN is not used in the research school. Part of a school among the many realities in Brazil, the perceptions of the teachers showed that the princess did not abolish: the association animalizes black people for "play" when they call what happens "in football stadium", as well its naturalization. No euphemisms? When you call the monkeys. That in the end, as proclaims the book in some of his writings, "we are all equal." We are? Despite the disparity between proclaimed and real, because the potential of the book was not used, there is helping teachers to the elementary school students reflect on these questions / Nos foi contado que a Princesa Isabel n?o achou certo os negros serem escravos e resolveu acabar com a escravid?o no Brasil. Passados quase cento e vinte e sete anos da aboli??o do sistema escravocrata, pesquisas apontam o campo educacional como um dos (re)produtores das desigualdades pelo pertencimento ?tnico-racial que se perpetuam at? a atualidade. A exist?ncia de pesquisas que denunciam e questionam esse cen?rio, bem como as mudan?as em rela??o a ele ? um espa?o que vem, aos poucos, se ampliando no Pa?s. Essa demanda por mudan?as que combatam o racismo e os sil?ncios sobre ele, somadas ?s lutas do Movimento Negro em prol de uma educa??o pautada nas rela??es ?tnico-raciais, desencadeou a obrigatoriedade legal da inser??o de conte?dos sobre a ?Hist?ria da ?frica e dos Africanos, a luta dos negros no Brasil, a cultura negra brasileira e o negro na forma??o da sociedade nacional? em todo o curr?culo escolar. O objetivo de tal medida ? resgatar a ?contribui??o do povo negro nas ?reas social, econ?mica e pol?tica?. A fim de contribuir para os debates sobre a referida tem?tica na educa??o, nosso trabalho tem como objeto o livro da disciplina L?ngua Portuguesa destinado ao nono ano do Ensino Fundamental intitulado Singular & Plural: leitura, produ??o e estudos de linguagem, por entender que o livro did?tico ? considerado um instrumento de apoio ao trabalho do professor e s?o largamente adotados nas escolas. Nosso objetivo foi analisar as poss?veis contribui??es do Singular e Plural para a supera??o do racismo nas escolas, atrav?s da inser??o da tem?tica ?tnico-racial. Para tanto buscamos como pontos para di?logo tr?s objetivos espec?ficos que incluem destacar o que ? legalmente proclamado sobre a educa??o para as rela??es ?tnico-raciais; relacionar os discursos oficiais com os textos presentes no livro did?tico selecionado para a pesquisa; e recolher as representa??es dos professores de l?ngua portuguesa da escola da Rede Municipal de Nova Igua?u, l?cus da pesquisa. As perspectivas acerca do livro como instrumento para ?a divulga??o e produ??o de conhecimentos? referentes ? ?pluralidade ?tnico-racial?, objetivo presente no Parecer que regulamentou a obrigatoriedade legal da educa??o pautada nas rela??es ?tnico-raciais revelaram-nos a dissocia??o entre ensino gramatical e produ??o de textos, alguma descren?a nos alunos por uma extensa sequ?ncia de ?eles n?o conseguem, se posicionam, t?m um caminho para chegar...? e que o livro enquanto recurso did?tico possibilita que di?logos sejam feitos e ampliados. Os professores evidenciaram, ainda, que a parte livro que consolida as altera??es feitas na LDBEN n?o ? utilizada na escola pesquisada. Parte de uma dentre as tantas realidades escolares no Brasil, as percep??es das professoras evidenciaram o que a princesa n?o aboliu: a associa??o que animaliza as pessoas negras por ?brincadeiras? quando se chamam daquilo que acontece ?em est?dio de futebol?, bem como sua naturaliza??o. Sem eufemismos? Quando se chamam de macacos. Que no final das contas, como proclama o livro em alguns de seus textos, ?somos todos iguais?. Somos? Apesar da disparidade entre proclamado e real, pois o potencial do livro n?o foi utilizado, h? professores contribuindo para que os alunos do Ensino Fundamental reflitam sobre essas interroga??es

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-02-22T19:19:05Z No. of bitstreams: 1 2016 - Julio Cesar Araujo dos Santos.pdf: 6913194 bytes, checksum: 9b333a5cbf9f2fbd3637734c9fbb0d7a (MD5) / Made available in DSpace on 2017-02-22T19:19:06Z (GMT). No. of bitstreams: 1 2016 - Julio Cesar Araujo dos Santos.pdf: 6913194 bytes, checksum: 9b333a5cbf9f2fbd3637734c9fbb0d7a (MD5) Previous issue date: 2016-02-25 / The sanction of Law 10,639 / 03 changed the LDBEN with the inclusion of Article 26 -A and the obligation by governments to implement the DCN Erer strengthened the questioning on the training of teachers in relation to the hegemonic discourse on ethnic-racial relations in the country and practices that contributed to the consolidation of our model of exclusion. Thus, the research was compiled from the numerous difficulties of / colleagues in the early years, when required / them deal with Brazilian racial reality and the implications of these issues to propose another possible education in my work as a professional in more than twenty years in basic education. These reflections have become responsible for structuring the survey of fulcrum in shaping that process of future professionals of the early years in education institutes in the Baixada Fluminense region, with cut in the cities of Duque de Caxias and Nova Igua?u territory where the processing social and racial tensions of exclusion that has shaped our historical links with the past. From this perspective, the survey is present the actions and procedures that hinder the participation and implementation of the respective laws in the training of future professionals of education in the early grades Institutes of Education. The difficulties filed by the responsible agency of the State of Rio de Janeiro to carry out the research institutions also help to observe the possible correlation between the questioning regarding the myth of racial democracy and the state of neglect of changes in LDBEN and DCN Erer and real possibility of changes in teaching practices. These difficulties raised in the investigations, reinforced the methodological organization of working documents that gave rise to these institutes, the literature review, interviews with teachers trained in these institutions and students in an attempt to reflect and understand, therefore, on the speeches and on possible pertinence regarding the practices and effects of the constant process of cultural negotiation, which end up causing the impressions of those who suffered from the emptying of their cultural references and consequently of their ethnic and cultural identity. / A san??o da Lei 10.639/03 alterou a LDBEN com inclus?o do artigo 26.-A e a obriga??o pelos governos em implementar as DCN ERER refor?ou a problematiza??o sobre a forma??o dos docentes em rela??o ao discurso hegem?nico sobre as rela??es ?tnico-raciais no pa?s e as pr?ticas que contribu?ram para a consolida??o o nosso modelo de exclus?o. Dessa forma, a pesquisa foi elaborada a partir das in?meras dificuldades das/os colegas dos anos iniciais, quando obrigadas/os a lidar com a realidade racial brasileira e as implica??es desses problemas em propor uma outra educa??o poss?vel em minha atua??o enquanto profissional em mais de vinte anos na educa??o b?sica. Essas reflex?es tornaram-se respons?veis por estruturar a pesquisa com fulcro na forma??o que se processa dos futuros profissionais dos anos iniciais nos Institutos de Educa??o na regi?o da Baixada Fluminense, com recorte nas cidades de Duque de Caxias e Nova Igua?u, territ?rio onde se processam as tens?es sociais e raciais da exclus?o que moldou as nossas liga??es hist?ricas com o passado. Dessa perspectiva, a pesquisa apresenta as a??es e os procedimentos que dificultam a participa??o e a implementa??o das respectivas Leis na forma??o dos futuros profissionais da educa??o das s?ries iniciais nos Institutos de Educa??o. As dificuldades interpostas pelo ?rg?o respons?vel do Estado do Rio de Janeiro para realiza??o da pesquisa nas institui??es tamb?m ajudam observar a poss?vel correla??o entre o questionamento em rela??o ao mito da democracia racial e a neglig?ncia do estado sobre as altera??es na LDBEN e as DCN ERER e a real possibilidade de mudan?as nas pr?ticas docentes. Essas dificuldades levantadas nas investiga??es, refor?aram na configura??o metodol?gica do trabalho os documentos que deram origem aos referidos Institutos, an?lise bibliogr?fica, entrevistas com os docentes formados nessas institui??es e discente na tentativa de refletir e compreender, por conseguinte, sobre os discursos e a sobre poss?veis pertin?ncias em rela??o as pr?ticas e aos efeitos dos processos constantes de negocia??o cultural, que acabam acarretando as impress?es de quem sofreu com o esvaziamento de seus referenciais culturais e, consequentemente, da sua identidade ?tnico-cultural.

Submitted by M?rden L?les (marden.inacio@ufvjm.edu.br) on 2016-07-21T19:08:24Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Laio_Marques_ Silva.pdf: 489494 bytes, checksum: 39944c6606c694fbc08001276b313f83 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2016-07-22T17:24:47Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Laio_Marques_ Silva.pdf: 489494 bytes, checksum: 39944c6606c694fbc08001276b313f83 (MD5) / Made available in DSpace on 2016-07-22T17:24:47Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Laio_Marques_ Silva.pdf: 489494 bytes, checksum: 39944c6606c694fbc08001276b313f83 (MD5) Previous issue date: 2016 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Trata-sede uma pesquisa que analisa a Lei 10.639/03 a qual torna obrigat?rio o ensino da Hist?ria e Cultura Afro-brasileira nas escolas brasileiras. A pesquisa teve como objetivo principal buscar identificar o conhecimento e as a??es que foram executadas para a implementa??o da Lei federal 10.639/03 em uma escola estadual no Munic?pio de Montes Claros. Foi feita uma pesquisa de natureza qualitativa do tipo estudo de caso, com entrevista semiestruturada. Al?m disso, analisaram-se documentos da escola, tais como: o Projeto Pol?tico Pedag?gico, o Programa de Interven??o Pedag?gica e o termo de visita do inspetor da Superintend?ncia de Ensino de Montes Claros. Conclui-se, entre outras coisas, que, apesar dos documentos da escola sinalizarem para uma preocupa??o com a implementa??o da Lei 10.639/03, sua efetiva implementa??o ainda n?o ? uma realidade na unidade de ensino pesquisada.Contudo, apesar da import?ncia dessa legisla??o, especialmente em fun??o do papel da escola na constru??o de uma sociedade mais justa e humana. Por fim, os dados dessa pesquisa indicam que a forma??o para as quest?es ?tnico-raciais na escola, ainda n?o surtiu o resultado esperado que atendesse aos prop?sitos de implementa??o da Lei na escola pesquisada de ensino fundamental e m?dio. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / ABSTRATC It is a study that analyzes the Law 10.639 / 03 which makes mandatory the teaching of History and Afro-Brazilian Culture in Brazilian schools. The research aimed to seek to identify the knowledge and actions that were performed for the implementation of Federal Law 10,639 / 03 in a state school in the city of Montes Claros. A qualitative research study case type, with semi-structured interview was made. In addition, they analyzed school documents, such as the Political Pedagogical Project, the Educational Intervention Program and the business end of the inspector of the Superintendent of Montes Claros Teaching. It concludes, among other things, that although the school's documents to signal to a concern with the implementation of Law 10.639 / 03, its effective implementation is still not a reality in the researched teaching unit. However, despite the importance of this legislation, especially in light of the school's role in building a more just and humane society. Finally, the data from this survey indicate that training for racial ethnic issues in school, has not yet produced the expected result that met the Act's implementation purposes at school studied elementary and high school.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-07-18T12:42:14Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lidiane_silva_rocha_magalhaes.pdf: 1765157 bytes, checksum: 9aa60466acd58aa86e85d6ce04faa8f3 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-07-18T13:07:10Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lidiane_silva_rocha_magalhaes.pdf: 1765157 bytes, checksum: 9aa60466acd58aa86e85d6ce04faa8f3 (MD5) / Made available in DSpace on 2018-07-18T13:07:10Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) lidiane_silva_rocha_magalhaes.pdf: 1765157 bytes, checksum: 9aa60466acd58aa86e85d6ce04faa8f3 (MD5) Previous issue date: 2017 / A hist?ria oficial do Brasil e seus registros em livros, bem como os curr?culos escolares sempre deram ?nfase ? influ?ncia da cultura europeia na constru??o da na??o brasileira, desconsiderando a ineg?vel, forte e incisiva contribui??o cultural dos povos ind?genas e africanos nesse mesmo processo. De um modo geral, verifica-se que professores e escolas ainda n?o aprenderam a conviver com essa realidade e, por conseguinte, n?o sabem abordar de maneira significativa o tema, refor?ando o car?ter euroc?ntrico dos conte?dos, perpetuando a exclus?o, o preconceito e o racismo nas rela??es. Enquanto pol?tica p?blica em educa??o voltada para a popula??o negra do Brasil, as Leis 10.639/03 e 11.645/08 tornaram obrigat?rios o ensino de Hist?ria e Cultura da ?frica e Afro-brasileira e como instrumento concreto para o cumprimento delas foi criado o Projeto UNIAFRO com o objetivo de oferecer forma??o continuada de professores na tem?tica. Nesse sentido, a presente pesquisa objetiva averiguar e avaliar as contribui??es do curso de forma??o continuada de professores do Vale do Mucuri: Rela??es ?tnico-raciais e o Ensino de Hist?ria e Cultura Afro-brasileira, ofertados pela UFVJM/NEAB (2008 a 2011) no Campus Mucuri, para a implementa??o da Lei 10.639 no munic?pio de Te?filo Otoni. Para atingir os objetivos propostos, metodologicamente adotou-se pesquisa explicativa e quanto aos meios foram utilizadas a pesquisa bibliogr?fica e documental sobre forma??o continuada de professores, diversidade e rela??es ?tnico-raciais. Os dados da pesquisa de campo foram coletados atrav?s da realiza??o de entrevistas semiestruturadas e aplica??o de question?rios a professores que participaram do curso em quest?o. O foco da pesquisa de campo foi promover o registro da percep??o dos sujeitos quanto ? experi?ncia vivenciada no curso de forma??o e suas contribui??es para a abordagem da tem?tica em sala de aula. Os resultados obtidos nessa pesquisa demonstram que a sociedade de maneira geral e a escola especificamente, ainda apresentam dificuldades em implementar a lei no curr?culo e nas pr?ticas do cotidiano escolar. Nesse sentido, ? de extrema relev?ncia a realiza??o de cursos de forma??o que abordem essa tem?tica, uma vez que os professores exercem papel significativo na efetiva??o da referida lei. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The official history of Brazil and its book records as well as the school curricula have always emphasized the influence of European culture in the construction of the Brazilian nation, disregarding the undeniable, strong and incisive cultural contribution of the indigenous and African people in this same process. In general, teachers and schools have not yet learned to live with this reality and, therefore, do not know how to approach the theme in a meaningful way, reinforcing the Eurocentric nature of content, perpetuating exclusion, prejudice and racism in relationships. As public policy in education aimed: Brazil black population of, Laws 10.639 / 03 and 11.645 / 08 made History, African, and Afro-Brazilian culture teaching and mandatory and as a concrete instrument for their fulfillment, the UNIAFRO Project was created with the objective of offering continuing teacher training on the subject. In this sense, the present research aims to assess and evaluate the contributions of Mucuri Valley teachers' continuing education course: Ethnic-racial Relations and the Teaching of Afro-Brazilian History and Culture, offered by UFVJM / NEAB (2008 to 2011) in the Mucuri Campus, for the implementation of Law 10,639 in the municipality of Te?filo Otoni. In order to reach the proposed objectives, methodological explanatory research was adopted and the means used were the bibliographical and documentary research on continuing teacher education, diversity and ethnic-racial relations. Field survey data was collected through semi-structured interviews and questionnaires to teachers who participated in the course in question. The focus of the field research was to promote the recording of the perception of the subjects regarding the experience lived in the training course and their contributions to the approach of the theme in the classroom. The results obtained in this research demonstrate that society in general and school specifically, still have difficulties in implementing the law in the curriculum and in the daily practices of school. In this sense, it is extremely relevant to conduct training courses that address this theme, since teachers play a significant role in the implementation of law.

Made available in DSpace on 2016-04-04T18:32:41Z (GMT). No. of bitstreams: 1 Sonia Querino.pdf: 931382 bytes, checksum: 702782099a90c5270a3edb43c3cc4358 (MD5) Previous issue date: 2007-12-17 / This qualitative research on "Black Population, Inter-Race Relations and Training Theachers: PENESB(1995-2007)", intenta reflect on the ethnic-racial relations, education and continuous training of teachers (s), occurring in the course of post-graduate sensu lato "racial relations and education", promoted by the Faculty of Education-Program of Education on the Negro in the Brazilian Society-PENESB, of the Universidade Federal Fluminense. This proposal is anticipated to the implementation of Law 10.639/2003, whose requirement is the study of African cultures and african-Brazilian basic education. The work is embasado especially in SILV?RIO(2005;2006); SIQUEIRA(2006); BHABHA(2003); HALL(2003); OLIVEIRA(2006); MUNANGA(2004). From desk research, perform a qualitative analysis and dialectical-criticism in order to understand the process of teacher training, as well as incorporation of the racial question in this educational program in order qualify for confrontation and eradication of racism in education. The research aims to contribute to the development of educational practices focused on education, through racial relations and the construction of a school trainer and processing of critical consciousness and active. Consequently, if the racial identification, especially in the Brazilian context, it is understood as a process built historically, saying that it builds in contact, the exchange in inter-racial relations. Without fear of being black, Gypsy, Indian, Jewish ... Therefore, the research showed that to understand the "take - whether black / black" in the education context, social and political, we must consider how the process of identification is built on the symbolic, in curricular options, the metaphors that permeate the ideas prohibited pre - designed to carry however, because not always what we see in the different enchants, by contrast, often challenges us and makes us review our options and our individual values. / Esta pesquisa qualitativa sobre Popula??o Negra, Rela??es Inter-Raciais e Forma??o de Educadoras/es: PENESB (1995-2007) , intenta refletir sobre as rela??es ?tnico-raciais, educa??o e forma??o continuada de professoras(es), ocorridas no curso de p?s-gradua??o lato sensu: rela??es raciais e educa??o , promovido pela Faculdade de Educa??o - Programa de Educa??o sobre o Negro na Sociedade Brasileira PENESB, da Universidade Federal Fluminense. Esta proposta se antecipa ? implementa??o da Lei 10.639/2003, cuja obrigatoriedade incide no estudo das culturas africanas e afro-brasileiras no ensino b?sico. O trabalho est? embasado especialmente em SILV?RIO(2005;2006); SIQUEIRA (2006); BHABHA(2003); HALL(2003); OLIVEIRA(2006); MUNANGA(2004). A partir de pesquisa documental, realizamos uma an?lise qualitativa e dial?tico-cr?tica com o objetivo de compreender o processo de forma??o docente, bem como de incorpora??o da quest?o racial neste programa pedag?gico, tendo em vista capacit?-las/los para o enfrentamento e erradica??o do racismo na educa??o. A pesquisa tem por objetivo contribuir para o desenvolvimento de pr?ticas pedag?gicas voltadas ? educa??o, por meio de rela??es raciais e ? constru??o de uma escola formadora e transformadora de consci?ncias cr?ticas e ativas. Consequentemente, se a identifica??o racial, sobretudo no contexto brasileiro, ? entendida como um processo constru?do historicamente, significa dizer que ela se constr?i no contato, na troca, nas rela??es inter-raciais. Sem medo de ser negra, cigana, ind?gena, judia... portanto, a pesquisa mostrou que para entender o assumir-se negra/negro no contexto escolar, social e pol?tico ? preciso considerar como o processo de identifica??o ? constru?do no plano simb?lico, nas op??es curriculares, nas met?foras interditas que permeiam as id?ias pr?-concebidas que todavia carregamos, pois nem sempre o diferente que vemos nos encanta, pelo contr?rio, muitas vezes, nos desafia e nos faz revisar nossas op??es individuais e nossos valores.

Made available in DSpace on 2016-04-04T18:33:13Z (GMT). No. of bitstreams: 1 Isla Andrade Pereira de Matos.pdf: 4433842 bytes, checksum: d9ae82270c395160d0d4154b7beaa0cf (MD5) Previous issue date: 2013-11-25 / The present study aimed, from the theoretical reflections on education and museum education, investigate the performance of the educational Afro Brazil Museum along to school groups scheduled for guided tours. With the purpose of acting for the recognition of African and Afro-descendant population as social subjects in Brazilian culture, taking them the stigma of slavery and valuing their ways of being and doing, the Afro Brazil Museum would be assuming the role of combating ethnic racial discrimination, seeking its visitors aware of the importance of African influence in the construction of Brazilian nationality. Therefore it was defined the research problem: the educational action of the Afro Brazil Museum fight ethnic racial discrimination through heritage education? Adopting the procedure ethnographic and empirical observation of guided visits, it was found not to confirm the initial hypothesis, which held that the Afro Brazil Museum hold a heritage education in the sense of celebrate the history of blacks in Brazil and Africa through the narrative perspective inaugurated by von Martius on the participation of the three races (white, black and indigenous) in the construction of Brazil. Among the results obtained from the research we observed characteristics of educational action that can be considered as a factor in teaching and learning, but not heritage education. On the other hand, there is concern in teaching students to read the exhibits and to recognize the African influence in Brazilian culture. It was also the discontinuity of visits, which involves not only the museum, but mostly the school in the preparation and finalization of the visit, this activity could modify the quality of education held at the museum. / O presente trabalho teve como objetivo, a partir das reflex?es te?ricas sobre educa??o e educa??o em museus, investigar a atua??o da a??o educativa do Museu Afro Brasil junto aos grupos de escolas agendados para as visitas orientadas. Com o prop?sito de atuar para o reconhecimento da popula??o africana e afrodescendente como sujeitos sociais na cultura brasileira, tirando-lhes o estigma da escravid?o e valorizando seus modos de ser e fazer, o Museu Afro Brasil estaria assumindo o papel de combater a discrimina??o ?tnico-racial, buscando conscientizar seus visitantes da import?ncia da influ?ncia africana na constru??o da nacionalidade brasileira. Por isso, assim foi definido o problema de pesquisa: a a??o educativa do Museu Afro Brasil combate a discrimina??o ?tnico-racial por meio da pr?tica da educa??o patrimonial? Adotando o procedimento etnogr?fico e emp?rico de observa??o das visitas orientadas, constatou-se a n?o confirma??o da hip?tese inicial da pesquisa, ? qual sustentava que o Museu Afro Brasil realizaria uma educa??o patrimonial no sentido de ser celebrativa ? hist?ria dos negros no Brasil e na ?frica da perspectiva narrativa inaugurada por von Martius sobre a participa??o das tr?s ra?as (branca, negra e ind?gena) na constru??o do Brasil. Dentre os resultados obtidos com a pesquisa, foram observadas caracter?sticas da a??o educativa que podem ser consideradas enquanto crit?rios de ensino e aprendizagem, mas n?o de educa??o patrimonial. Por outro lado, h? uma preocupa??o em ensinar os alunos a lerem os objetos expostos e a reconhecerem a influ?ncia africana na cultura brasileira. Constatou-se tamb?m a descontinuidade das visitas, que envolve n?o s? o museu, mas principalmente a escola na prepara??o e finaliza??o da visita, atividade essa que poderia modificar a qualidade da educa??o realizada no museu.