CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Este estudo analisa a prÃtica pedagÃgica dos(as) educadores(as) do IFARADà e do Centro Afrocultural "Coisa de NÃgo", entidades do Movimento Negro de Teresina, PiauÃ, no contexto das instituiÃÃes de ensino, identificando as estratÃgias metodolÃgicas e as concepÃÃes pedagÃgicas subjacentes Ãs referidas prÃticas, evidenciando suas contribuiÃÃes ao processo de ensino e aprendizagem. Discutimos teorias, propostas e intervenÃÃes pedagÃgicas que estÃo voltadas para a diversidade Ãtnico-cultural existente nas escolas, como o Multiculturalismo na EducaÃÃo, a Pedagogia InterÃtnica e a Pedagogia Multirracial. Pela natureza da investigaÃÃo, utilizamos uma abordagem qualitativa. Os procedimentos metodolÃgicos foram visitas ao campo de pesquisa; observaÃÃo participante nas instituiÃÃes de ensino onde eram realizadas as prÃticas pedagÃgicas dos militantes; entrevistas (com educadores militantes, professores, diretores e coordenadores pedagÃgicos); aplicaÃÃo de questionÃrios (com os alunos afrodescendentes e alunos nÃo afrodescendentes das escolas) e anÃlise de materiais didÃticos utilizados pelos militantes nas atividades pedagÃgicas. O processo de inserÃÃo do Movimento Negro nos estabelecimentos de ensino resultou, entre outros aspectos, na transformaÃÃo das relaÃÃes interÃtnicas nas escolas, na medida em que contribuÃram para a afirmaÃÃo da identidade cultural afrodescendente e melhoria da auto-estima dos alunos envolvidos; para a socializaÃÃo e conscientizaÃÃo sobre o combate ao racismo e sobre a importÃncia da histÃria e cultura africana e afrodescendente; e para a aquisiÃÃo de conhecimentos sobre as africanidades brasileiras. O estudo confirma os resultados de outras pesquisas que criticam o sistema educacional quanto à ausÃncia de conteÃdos relativos à cultura e à histÃria africana e afrodescendente nos currÃculos e as dificuldades para a inclusÃo de tais conteÃdos. A prÃtica pedagÃgica dos educadores militantes das duas entidades do Movimento Negro estudadas se caracterizam como relevantes, contemporÃneas, sistematizadas, crÃticas e criativas, e podem servir de parÃmetro para as escolas, enfatizando a realizaÃÃo de processos de ensino e de aprendizagens associados à realidade Ãtnica, polÃtica, social e cultural dos educandos e educadores como sujeitos socialmente ativos / The study is an analysis of the pedagogical practices developed in some schools by educational agents from IFARADA and the ?Matters of Black People? Afrocultural Center, groups of the Black Movement in Teresina, Piaui, Brazil. Methodological strategies and underlying pedagogical conceptions were identified to determine what influences they had on the teaching and learning processes. Relevant theories, pedagogical proposals and interventions like Multiculturalism in Education, Interethnic and Multiracial Pedagogies that focus on existing ethnic-cultural diversities in the schools are discussed. Because of the nature of the research questions, a qualitative research paradigm was employed. Data collection techniques included field research, participant observation, interviews (with the activists, teachers, principals, and pedagogical coordinators), application of questionnaires to students of both African and non-African descents; as well as the critical examination of the materials used by the educational activists. Among the consequences of the participation of the Black Movement in the schools was the transformation in the inter-ethnic relationships among the students. This was evident from: affirmations of their Afrodescendent cultural identity and improvement in self-esteem levels; socialization and awareness of the struggles against racism, as well as the importance of African history and cultural heritage; knowledge about Brazil?s African elements. This study confirms the findings of other research that criticize educational systems for excluding from the curriculum, elements regarding the history, legacy and culture of Africa; not to mention the difficulties encountered in trying to incorporate them. The conclusions and recommendations of studies that denounce problems of racism in the schools, though widely disseminated through publications and educational talks, are still systematically ignored by the schools and most teachers. We understand that since the pedagogical practices of the educational activists studied are relevant, contemporary, appropriately organized, critical, and creative, they should serve as yardsticks for schools. Implementation of teaching and learning activities related to the ethnic, political, social, and cultural realities of students and educators as socially active agents, must be emphasized
| Identifer | oai:union.ndltd.org:IBICT/oai:www.teses.ufc.br:823 |
| Date | 28 September 2007 |
| Creators | Ana Beatriz Sousa Gomes |
| Contributors | Henrique Antunes Cunha JÃnior, Kelma Socorro Lopes de Matos, Maria do Carmo Alves do Bomfim, Rosa Maria Barros Ribeiro, Sandra HaydÃe Petit |
| Publisher | Universidade Federal do CearÃ, Programa de PÃs-GraduaÃÃo em EducaÃÃo, UFC, BR |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UFC, instname:Universidade Federal do Ceará, instacron:UFC |
| Rights | info:eu-repo/semantics/openAccess |
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