Made available in DSpace on 2016-04-27T14:31:03Z (GMT). No. of bitstreams: 1 Beatriz de Oliveira Abuchaim.pdf: 20766521 bytes, checksum: c6d4cd300bdb59c4fc9f0f12aa213966 (MD5) Previous issue date: 2012-12-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Considering the huge increase in Early Childhood Education (ECE) coverage in Brazil in the last few decades, it has become very important for Brazilian researchers to study the quality of this education. That is, to describe which are the social and learning opportunities available for children in ECE institutions. Many studies have shown that educational practices quality is strongly related to a well-structured curriculum and good pedagogical planning, which responds to curriculum prescriptions and also to children s interests. Having said that, this research aimed to study how the curriculum is transposed into a pedagogical planning and then into everyday life in a pre-school. Two ECE institutions were investigated in São Paulo, using the case study methodology. Data were collected by means of interviews with teachers, supervisors and directors. Observations were made to describe the everyday life of preschool groups. The following documents were analyzed: municipal curriculum, ECE institution curriculum and pedagogical planning of the classrooms observed. The results indicate that teachers play a crucial role to implement the curriculum in everyday life. In their work, they usually try to compose a practice based on children´s interests, conceptions of the curriculum and their own conceptions about Education. In this process, the activity of planning is considered important in order to provide moments for teachers to think over their practices, once they have time to: write about the past and project the future; debate with the team about daily events and do research to support their work / Dada a grande expansão de matrículas na educação infantil no país, torna-se necessário estudar como essa educação está sendo construída, ou seja, que oportunidades de desenvolvimento, sociabilidade e aprendizagem realmente vêm sendo oferecidas às crianças. Inúmeros estudos têm mostrado que a qualidade das práticas educacionais está intrinsecamente relacionada a um currículo bem construído e a um planejamento consistente das atividades, que atenda tanto as prescrições curriculares quanto os interesses das crianças. Por tudo isso, esta pesquisa objetivou investigar como se dá a transposição do prescrito no currículo para o planejamento e deste para o cotidiano de instituições de Educação Infantil, mais especificamente de pré-escolas. Para tanto, foram realizados estudos de caso em duas instituições públicas de educação infantil do município de São Paulo. Os dados foram coletados por meio de entrevistas com a supervisora da Diretoria Regional de Educação, professores, diretores e coordenadores pedagógicos. Foram realizadas observações do cotidiano de grupos de pré-escola e foram analisados os seguintes documentos: orientações curriculares municipais, projetos pedagógicos das unidades e planos dos professores. Os resultados indicam que a mediação do professor é fundamental para transpor o que está no currículo para o cotidiano, procurando integrar os interesses das crianças, concepções do projeto pedagógico da instituição e suas próprias intenções educativas. Nesse processo, o planejamento tem um papel importante no sentido de propiciar momentos de reflexão ao professor sobre sua prática, envolvendo a escrita sobre o que aconteceu e o registro do que está por vir, o debate com a equipe sobre o cotidiano e a pesquisa para subsidiar o seu trabalho

This cross sectional survey study examined the perceptions of classroom teachers in urban regions of Kars Province including its towns and teacher educators in Kafkas University about the new elementary school curriculum in Kars Province. It also revealed their perceptions about the strengths and weaknesses of the elementary school curriculum, students&rsquo / educational needs from the window of local characteristics of Kars, and classroom teachers&rsquo / needs with regard to the new elementary school curriculum. The data were collected from classroom teachers based on the responses they gave on a survey questionnaire and from interview data with teacher educators that was collected through a semi-structured interview form. Data gathered were analyzed utilizing content analysis method. The major findings of the study revealed the following about that the new elementary school curriculum: (1) active student understanding and common skills were mentioned / (2) its appropriateness to students&rsquo / level / (3) relevancy to students&rsquo / everyday life / (4) its comprehensiveness / and (5) variety that were somehow achieved. On the other hand, the findings also showed that there were problems with regard to the new elementary school curriculum: (1) lack of parental involvement to educational process in Kars / (2) over crowding of classrooms / (3) insufficient materials in schools / (4) insufficient in meeting local characteristics and conditions of Kars.

Η παρούσα εργασία πραγματεύεται το νεοσύστατο θεσμό των 961 Δημοτικών Σχολείων με Ενιαίο Αναμορφωμένο Εκπαιδευτικό Πρόγραμμα (ΕΑΕΠ), ο οποίος υλοποιείται από το σχολικό έτος 2010-2011 και βασίζεται στη φιλοσοφία του Ολοήμερου Σχολείου. Με το νέο θεσμό επιχειρείται η αναβάθμιση του σημερινού σχολείου και η μετατροπή του σε ένα «Νέο Σχολείο» που θέτει στο επίκεντρο τον μαθητή. Στο θεωρητικό μέρος της εργασίας, γίνεται αρχικά ιστορική αναδρομή στο θεσμό του Ολοήμερου Σχολείου στην Ελλάδα. Στη συνέχεια παρουσιάζονται οι βασικές αρχές του «Νέου Σχολείου», οι στόχοι του, ο συνολικός σχεδιασμός για την υλοποίησή του και αναζητούνται επιρροές ευρωπαϊκών και διεθνών οργανισμών. Ακολουθεί η λεπτομερής παρουσίαση του θεσμού των Δημοτικών Σχολείων με ΕΑΕΠ, προσεγγίζονται κριτικά οι αλλαγές που εισάγονται και οι επιμέρους στόχοι του. Οι προβληματισμοί που αναδύονται αποτελούν το έναυσμα για την εμπειρική διερεύνηση του θεσμού. Στο ερευνητικό μέρος της εργασίας επιδιώκεται η ολόπλευρη και σε βάθος μελέτη του θεσμού, γι’ αυτό υιοθετήθηκε ποιοτική μεθοδολογία. Για τη συλλογή του ερευνητικού υλικού χρησιμοποιήθηκε η ημιδομημένη συνέντευξη και η ανάλυσή του έγινε με την τεχνική της ανάλυσης περιεχομένου. Η έρευνα εστιάζεται σε μία γεωγραφική περιοχή και συγκεκριμένα στα έντεκα Δημοτικά Σχολεία με ΕΑΕΠ του νομού Ηλείας. Μέσα από τις εμπειρίες και τις απόψεις των Διευθυντών των συγκεκριμένων σχολείων, επιχειρείται η διερεύνηση: α) του τρόπου πρόσληψης και ερμηνείας των αλλαγών, β) των δυσκολιών υλοποίησης του θεσμού και γ) της επίτευξης ή μη των διακηρυγμένων στόχων του. / The present study discusses the newly introduced institution of 961 Primary Schools with Unified Revised School Curriculum (EAEP), which has been implemented since the 2010-2011 school year and is based on the philosophy of the “All Day School”. This new institution aims at the upgrade of today’s school and its transformation to a “New School” where the pupil is the main focus. In the theoretical part of the study we attempt a historic retrospect of the institution of “All Day Schools” in Greece. Then we present the basic principles and aims of the “New School” as well as the overall planning for its realization and we investigate any influences by European and/or International Organizations. An exhaustive presentation of the institution of EAEP Primary Schools follows, and the changes introduced as well as the individual aims are critically examined. The speculations arising from the starting point for the empirical investigation of the institution. In the research part of the study we seek an all-encompassing, in-depth examination of the institution through qualitative methodology. The collection of the research material was done via semi-structured interviews and its analysis via content analysis. The research focuses on a particular geographic region and specifically on the 11 EAEP Primary Schools of the Prefecture of Ilia. Through the views and experiences of the Headmasters of these schools we attempt to investigate: a) The reception and interpretation of the changes, b) the problems in the implementation of the institution and c) the achievement or not of its intended aims.

Made available in DSpace on 2016-06-02T19:35:54Z (GMT). No. of bitstreams: 1 5739.pdf: 2076766 bytes, checksum: 5d92f3ef24097c338bd54381f3fa0550 (MD5) Previous issue date: 2013-02-26 / This paper focuses on the practice of resistance of the maroon organization in the community of Fojo in Itacaré Bahia, and its educational processes. It aims at understanding how these educational processes have contributed to the daily experiences of the constituent elements of resistance in the black community, which are ancestry, memory and identity. This study is theoretically based on popular education authors, especially Paulo Freire, Ernani Maria Fiori and Petronilla Beatriz Gonçalves e Silva. It is also based on popular culture and epistemology as discussed by Enrique Dussel and Boaventura de Souza Santos, in order for us to understand the maroons in their epistemology of resistance. The ethnographic research method was supported by collaborative knowledge. The inclusion in the community took place on two different moments: from March to September 2011 and from April to May 2012. 33 people from eight families participated in the research. The data collected during the insertion period, recorded in a field diary, were taken from speeches, gestures, sceneries, Association meetings, the living-room, the kitchen, the backyard, the yard front and side of the house, the way of access to the houses, the classroom, the area in front of the school, the riverside. We also interviewed six locals. The data indicate that the families daily practices, the households organization, the relationship with nature, the meaning of women to the community and the extent of territory beyond the geographical borders reveal the existence of ancestral ethos and structure epistemological and historical strategies of resistance in the black community and their educational processes. The research points to three possible ways of analyzing the educational processes in relation to maroon resistance: the existential household, the epistemology of nature and the community territory. Besides presenting and discussing such processes, we also try to establish possible dialogues between the education processes of the community and those of the local school. We understand that men and women in the maroon community have the school as a place for the strengthening of their identity territories. / O presente trabalho debruça-se sobre a prática de resistência da organização quilombola da comunidade do Fojo em Itacaré - Bahia e os processos educativos nela vivenciados. Objetiva compreender como esses processos educativos contribuíram e contribuem para as vivências cotidianas dos elementos constitutivos da resistência quilombola: a ancestralidade, a memória e a identidade. Subsidiado teoricamente nos referenciais da educação popular, especialmente nas obras de Paulo Freire, Ernani Maria Fiori e Petronilha Beatriz Gonçalves e Silva; e, cultura popular e epistemlogia, como abordada por Enrique Dussel e Boaventura de Souza Santos, buscamos entender o quilombo na sua epistemologia da resistência. A metodologia da pesquisa do tipo etnográfica foi subsidiada pelos aportes do conhecimento colaborativo, a inserção na comunidade aconteceu no período de março a setembro de 2011 e abril e maio de 2012. Participaram da pesquisa 33 pessoas de oito núcleos familiares. Os dados coletados durante a inserção, registrados em diário de campo, foram extraídos das falas, dos gestos, dos cenários, da reunião da Associação, a sala da casa, da cozinha, do quintal, do terreiro - frente e lateral da casa, do ramal de acesso às residências, da sala de aula, da área em frente à escola, da beira do rio, também realizamos seis entrevistas. Três grupos de análise dos processos educativos oriundos do campo da ancestralidade quilombola são categorizados: o domicilio existencial; a epistemologia da natureza e o território comunitário, em seguida analisamos os processos educativos da memória e da identidade quilombola do Fojo. Além de apresentar e discutir tais processos, estabelecemos diálogos possíveis entre os processos educativos da comunidade e o da escola local, entendendo que homens e mulheres quilombolas tenham na escola um espaço de fortalecimento de seus territórios identitários.

The purpose of this study was to investigate pre-schooler teachers interpretation and preception of building and construction in technology together with the children. The preschool curriculum states that preschoolers should stive for each child to ''develop their ability to build and construct using differnt techniques, materials and tools'' (Skolverket, 2016, p. 10). To meet answer this purpose, the follwing questions have been the starting point: How do educators interpret the curriculum goal regarding building and construction? And how can the goal be concretized in the activities of the educators? In order to answer the question, interviews have been held at two different preschools with six different legitimized preschool teachers. The results of these interviews show how the pre-schoolers teachers reflected what building and construction were in their activities and what individual preschool teachers perceive is building and construction, how they see their role in involvement in activities is building and construction and the approach to the curriculum goals. The result also takes up the pre-school teachers' thoughts on continuing education on technology in the preschool. / Syftet med denna studie är att undersöka förskollärares tolkning och uppfattning av att bygga och konsturera i teknik tillsammans med barngruppen. Förskolans läroplan skriver att verksamheten ska sträva efter varje barn ska '' utveckla sin förmåga att bygga och konstruera med hjälp av olika tekniker, material och redskap '' (Skolverket, 2016 s.10). För att nå detta syftet har följade frågeställningar varit utgångspunkten: Hur tolkar pedagogerna läroplansmålet rörande, bygg och konsturera? Och hur kan målet konkritiseras i verksamheten enligt pedagogerna? För att besvara frågeställningen har intervjuer skett på två olika förskolor med sex olika legitimerade förskollärare. Resultatet av dessa intervjuer visar hur förskollärarna refelkterar över vad bygg och konstruktion var i deras verksamhet och vad enskilda förskollärare upplever är bygg och konstruktion, hur förskollärarna ser på sin roll vid involveringen under aktiviteter vid bygg och konstruktion samt förhållningsättet till läroplanens mål. Resultatet tar även upp förskollärarnas tankar kring fortutbildning gällande teknik i verksamheten.

Este trabalho, cuja metodologia foi inspirada na Engenharia Didática, discute e investiga a viabilidade de inserir o ensino/estudo das equações diofantinas lineares no ensino médio. Foi desenvolvida e aplicada uma sequência didática em uma turma do 1º semestre do ensino médio integrado de química do Instituto Federal Sul-Rio-Grandense, Campus Pelotas. Através das atividades executadas pelos alunos, das anotações feitas pela mestranda e da filmagem de todas as aulas, foi possível coletar os dados sobre toda a experiência. Esta foi iniciada e baseada em um jogo nomeado “escova diofantina”, derivado do jogo “escova”, seguido de atividades estruturadas com exercícios, questionamentos e debates que encaminharam os alunos, de forma natural, para a construção e estudo do conteúdo desejado. Elaboramos a sequência didática com objetivos bem definidos em cada atividade. Após o término das aulas, analisamo-las e reformulamo-las. Assim, no Apêndice B, apresentamos uma proposta de sequência didática renovada e pronta para ser aplicada por qualquer professor interessado em lecionar equações diofantinas no ensino médio. Os resultados das análises dos dados indicaram que os alunos do primeiro ano do ensino médio apresentam plenas condições matemáticas para a compreensão e construção dos conceitos e propriedades básicas relacionadas às equações diofantinas lineares. / This work, whose methodology is inspired by didactical engineering, discusses and investigates the viability of introducing linear diophantine equations at High School level study and teaching. We developed and applied a didactical sequence to a first semester chemistry oriented high school at the Pelotas campus of the Sul-Rio-Grandense Federal Institute. We collected the data of this whole experience, starting with all the activities performed by the students and continuing with notes taken by the author as well as the whole class footage. We started the seminars with a card game that we called “diophantine escova”, derived from the usual “escova” card game. We followed it by structured activities with exercises and several debates that led the students, in a natural way, to understand the definitions, concepts and results about Diophantine Equations. The didactical sequence we have created had very clear and specific goals in each activity. When the seminars ended, we analyzed and reformulated the sequence and therefore, in Appendix C, we present a totally improved and ready to use sequence for any teacher interested in developing linear diophantine equations in high school. The data analysis indicated that fist year high school students have the necessary mathematical skills to understand all concepts and results of basic linear diofantine equations.

Submitted by Emanuel Varela Cardoso (emanuel.varela@ufcg.edu.br) on 2018-11-12T20:05:27Z No. of bitstreams: 1 EDSON BERNARDO DE OLIVEIRA – DISSERTAÇÃO (PPGMat) 2014.pdf: 20218452 bytes, checksum: c593530a3d5fc5bf24210de8f9a493e2 (MD5) / Made available in DSpace on 2018-11-12T20:05:27Z (GMT). No. of bitstreams: 1 EDSON BERNARDO DE OLIVEIRA – DISSERTAÇÃO (PPGMat) 2014.pdf: 20218452 bytes, checksum: c593530a3d5fc5bf24210de8f9a493e2 (MD5) Previous issue date: 2014-03 / Capes / No âmbito do ensino de geometria as possibilidades do uso de recursos tecnológicos no processo de ensino são imensas. Os softwares de geometria dinâmica surgem como um instrumento propício para auxiliar o professor em sua prática pedagógica e contribuir com o processo de aprendizagem dos alunos, apresentando novos meios para o entendimento de conceitos e propriedades geométricas. Além disso, cabe observar que na educação básica pública existe certa dificuldade em se ensinar todos os tópicos de geometria pelo fato de o currículo escolar ser bastante abrangente (não condizendo com o tempo dedicado à disciplina de matemática) e a parte dedicada à geometria aparecer nos últimos capítulos na maioria dos livros didáticos. Observando estes aspectos, realizamos um estudo do círculo e suas propriedades planas utilizando o software GeoGebra, oferecendo aos alunos a possibilidade de investigar problemas, levantar hipóteses e propor soluções, proporcionando a eles meios para a realização de um aprendizado significativo da matemática, tornando-os agentes do processo de construção do próprio conhecimento. Por fim, apresentamos um relato de experiência das atividades didáticas propostas aplicadas em uma turma da segunda série do ensino médio. / In the context of geometry teaching the possibility of the use of technological resources in the teaching process is immense. The dynamic geometry software emerge as an enabling tool to assist teachers in their teaching practice and contribute to students learning process,presenting new ways for understanding concepts and geometrical properties. Furthermore, it is worth noting that in the public basic education there is some difficulty in teaching all topics in geometry because the school curriculum is very comprehensive (not befitting the time devoted to the discipline of mathematics) and the part dedicated to geometry appears in the last chapters in most textbooks. Observing these aspects, we conducted a study circle and its flat properties using the software GeoGebra, offering students the opportunity to investigate problems, raise hypotheses and propose solutions, giving them the means to achieve a meaningful learning of mathematics, making them actors of the construction process of their own knowledge. Finally, we present an experience report of the educational activities implemented in a second grade class of high school.

Made available in DSpace on 2015-03-26T13:33:54Z (GMT). No. of bitstreams: 1 texto completo.pdf: 2961487 bytes, checksum: 76848ac0626c68deaf64853760e58138 (MD5) Previous issue date: 2012-11-23 / This paper analyzes the relationship between the knowledge of students of rural origin and the curriculum of the Technical Course in Agriculture in Rio Pomba Campus, in the Federal Institute of Education, Science and Technology Southeastern Minas Gerais. We seek to understand the perception those students have of the curriculum, the applicability of the studied contents in rural areas, the way the family reacts to new knowledge, the validity of previous knowledge at enrolling in the course to understand the content of the disciplines and the adequacy of the curriculum to students' reality. We analyzed the agrotechnical formation from the professional profile defined by the curriculum and the demands of rural youth who are part of the Technical Course in Agriculture; relationships, whether convergent or divergent established between the school curriculum and the knowledge already internalized by students; reactions presented by the students facing the curriculum content offered. To this end, we have made documentary research with the School Department for identification and accounting of students of rural origin, besides data regarding the organization of the course. We also had a biographic research on the analytical categories in which the research was divided: rural education, rural youth and curriculum. Within the universe of empirical research, we accounted the total number of students of rural origin in the Technical Course in Agriculture, to whom questionnaires were used to identify their view of the present school curriculum; we also used questionnaires to teachers, educational coordinator and school secretary, for a broader picture of the course. From data analysis we can say that there is a complementary relationship established between the school curriculum and the knowledge of students of rural origin, although this research points to some aspects of the course that need a new design, especially the issue of theory and practice. / O presente trabalho analisa as relações entre os saberes dos alunos de origem rural e o currículo do Curso Técnico em Agropecuária do Campus Rio Pomba, do Instituto Federal de educação, Ciência e Tecnologia do Sudeste de Minas Gerais. Buscamos compreender a percepção que os alunos têm do currículo, a aplicabilidade dos conteúdos no meio rural, a forma como a família reage aos novos conhecimentos, a validade dos conhecimentos anteriores ao ingresso no curso para a compreensão dos conteúdos das disciplinas e a adequação do currículo à realidade dos alunos. Procuramos analisar a formação agrotécnica a partir do perfil profissional definido pelo currículo escolar e as demandas dos jovens rurais que integram o Curso Técnico em Agropecuária, as relações, se convergentes ou divergentes, estabelecidas entre o currículo escolar e os saberes já internalizados pelos alunos, as reações apresentadas pelos alunos diante do conteúdo curricular oferecido. Para tanto, efetuamos pesquisa documental junto à Secretaria Escolar para identificação e contabilização dos alunos de origem rural, além de dados referentes à organização do curso, levantamento bibliográfico sobre as categorias analíticas nas quais se dividiu a pesquisa: educação rural, juventude rural e currículo. Dentro do universo empírico da pesquisa, contabilizamos os alunos de origem rural no Curso Técnico em Agropecuária, aos quais foram aplicados questionários identificando a visão que apresentam do currículo escolar; também foram aplicados questionários aos professores, Coordenação Pedagógica e Secretaria Escolar, para composição de um panorama geral do curso. Da análise dos dados obtidos podemos afirmar que há uma relação de complementaridade estabelecida entre o currículo escolar e os saberes dos alunos de origem rural, embora a pesquisa aponte alguns aspectos do curso que precisam de um novo dimensionamento, em especial a questão da teoria e a prática.

Submitted by KARINA ELIZABETH SERRAZES null (serrazes@netsite.com.br) on 2016-09-18T23:32:42Z No. of bitstreams: 1 Tese completa revisada.pdf: 5984600 bytes, checksum: 9c29e8daf74ab6ba187ac23a8a3d1f21 (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-09-22T13:25:46Z (GMT) No. of bitstreams: 1 serrazes_ke_dr_arafcl.pdf: 5984600 bytes, checksum: 9c29e8daf74ab6ba187ac23a8a3d1f21 (MD5) / Made available in DSpace on 2016-09-22T13:25:46Z (GMT). No. of bitstreams: 1 serrazes_ke_dr_arafcl.pdf: 5984600 bytes, checksum: 9c29e8daf74ab6ba187ac23a8a3d1f21 (MD5) Previous issue date: 2016-08-09 / Este trabalho tem por objetivo investigar os caminhos das políticas e dos discursos curriculares na disciplina escolar História, tendo como foco a história do Brasil no currículo do ensino médio da rede estadual paulista e como lentes de pesquisa os procedimentos de análise do discurso de Foucault, aliados aos princípios da pesquisa documental. Por meio da análise e do confronto entre os documentos Diretrizes Curriculares Nacionais (DCN) e Parâmetros Curriculares Nacionais (PCN), que norteiam os currículos para o ensino médio em âmbito federal, os Cadernos do Gestor, do Professor e do Aluno do Programa São Paulo faz Escola, que são os materiais instrucionais da rede estadual de ensino e, também, as matrizes de referência e relatórios pedagógicos do SARESP e do ENEM, buscamos identificar e descrever as formas de discurso construídas pelos sujeitos, seu lugar institucional e as práticas reguladoras e de instrução que definiram os conteúdos de história do Brasil do currículo do ensino médio de São Paulo, dialogando com os seguintes referenciais teóricos: Foucault (1999, 2005), Ball (1998, 2001, 2010), Popkewitz (2001, 2011), Fonseca (1997, 2001, 2003), Bittencourt (2003, 2004, 2011), Monteiro (2006, 2007), Gabriel (2003, 2006, 2012), dentre outros. Os documentos analisados foram concebidos como uma materialidade dos discursos do currículo escolar de História e, a partir deles, discutimos os processos de interdição, ênfases e silenciamentos que delimitaram os conteúdos de história do Brasil para o ensino médio paulista e suas implicações no processo de escolarização e de construção do conhecimento histórico escolar. / This study aims at investigating the paths of the policies and the curricular discourses on the school subject History, with focus on the history of Brazil in the high school syllabus of the São Paulo State system of education and based on Foucault’s discourse analysis proceedings, combined with the documentary research principles. By means of the analysis and confront between the documents National Curricular Guidelines (NCG) and National Curricular Parameters (NCP), which guide the syllabuses for the high school at Federal level, the manager, teacher and student books of the São Paulo faz Escola Program, which are the instructional materials of the São Paulo State system of education and also the referential matrices and pedagogical reports from SARESP and ENEM, we aim at identifying and describing the discourse forms constructed by the subjects, their institutional place and the regulatory and instructional practises which defined the history of Brazil contents in the syllabus of the high school of São Paulo, in accordance with the following theoretical frameworks: Foucault (1999, 2005), Ball (1998, 2001, 2010), Popkewitz (2001, 2011), Fonseca (1997, 2001, 2003), Bittencourt (2003, 2004, 2011), Monteiro (2006, 2007), Gabriel (2003, 2006, 2012), among others. The analysed documents were conceived as a materiality of the discourses of the History syllabus and, based on them, we discussed the interdition, emphases and silencing processes which delimited the History of Brazil contents for the high school of São Paulo and its implications for the processes of schooling and constructing the historical school knowledge.

Made available in DSpace on 2015-05-14T12:17:10Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4330751 bytes, checksum: a3d9b065e3e40d269acbd7b1550823a1 (MD5) Previous issue date: 2013-08-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertation deals with the contributions of the geography subject for an ethno-racial education at the Municipal School of Basic Education Professor Antonia Socorro da Silva Machado ( EMEFPASSM ) , which serves students of the Elementary School II, coming from the quilombola lands of Paratibe s Black Community ( CNP ) , located in the south region of João Pessoa city . Our goal was to investigate the contributions of a scholar Geography to a quilombola s education through a field research about educational practices that were studied by the geography teacher and her students in the classroom. Geography teaching inserted in a context ethno-cultural and political- ideological present in the school with educators, students , school board and municipal and quilombola community with quilombola leaders , shows itself as one of the elements of the school curriculum, training citizens which allows an understanding of their socio-space living realities . In a pursuit of a better understanding of the studied subject, this research is divided into four chapters , each one of them are addressed different theoretical bases, dialogues and interpretations that have been established or accomplished . In the first chapter was held a discussion about the method and the methodological procedures in order to understand the reality experienced in a qualitative perspective . The second chapter deals with the process of construction of this territorial quilombola community , relating their reality with other quilombola communities from a historical rescue summary of the education for African descent and Quilombolas the political demands of them , and how the Geography subject can contribute to this type of education . The third chapter conducts an investigation into the founder and teacher of this school, emphasizes the relationship of the school curriculum quilombola with Law 10.639/03 and its influences in quilombola territorial identity and the struggle against racism in school , finishing from an analysis on the training of the geography teachers for an quilombola education. The fourth chapter attempts to show the field research conducted by an investigation that , at first becomes descriptive , while in the second phase, an analysis is made of the school practices experienced in the classroom . / Esta dissertação trata das contribuições da disciplina Geografia para uma educação étnico-racial na Escola Municipal de Ensino Fundamental Professora Antônia Socorro da Silva Machado (EMEFPASSM), que atende educandos do Ensino Fundamental II oriundos do território quilombola da Comunidade Negra Paratibe (CNP), localizado na zona sul da cidade de João Pessoa-PB. Nosso objetivo foi investigar as contribuições da Geografia escolar para uma educação quilombola mediante investigação de campo sobre as práticas educativas que foram trabalhadas em sala de aula pela educadora de Geografia e seus educandos. O ensino de Geografia inserido em um contexto étnico-cultural e político-ideológico presente na escola, com educadores, educandos, direção escolar e poder público municipal e na comunidade quilombola, com lideranças quilombolas, apresenta-se como um dos elementos do currículo escolar formador de cidadãos que possibilita uma leitura socioespacial de suas realidades vividas. Em busca de uma melhor compreensão sobre o tema estudado, dividimos esta pesquisa em quatro capítulos, em cada uma delas são abordadas diferentes fundamentações teóricas, diálogos e interpretações que foram estabelecidas ou realizadas. No primeiro capítulo foi realizado uma discussão sobre o método e os procedimentos metodológicos a fim de compreender a realidade vivenciada em uma perspectiva qualitativa. Já o segundo capítulo trata do processo de construção territorial da referida comunidade quilombola, relacionando sua realidade com outras comunidades quilombolas a partir de um resgate histórico sucinto da educação para afrodescendentes e quilombolas como uma das bandeiras de luta destes, e, como a Geografia escolar pode contribuir nessa modalidade de educação. O terceiro capítulo realiza uma investigação sobre a educadora fundadora da escola em foco, enfatiza a relação do currículo escolar quilombola com a Lei 10.639/03 e suas influências na identidade territorial quilombola e na luta contra o racismo na escola, finalizando a partir de uma análise sobre a formação dos educadores de Geografia para uma educação quilombola. O quarto capítulo procura mostrar a pesquisa de campo realizada mediante uma investigação que, no primeiro momento se torna descritiva, enquanto, no segundo momento, se faz uma análise das práticas escolares vivenciadas em sala de aula.