Submitted by Verena Bastos (verena@uefs.br) on 2015-08-04T13:47:58Z
No. of bitstreams: 1
DISSERTA??O Carlos Adriano (1).pdf: 1361500 bytes, checksum: fc82eea18389a5199bf6348e17434cc9 (MD5) / Made available in DSpace on 2015-08-04T13:47:58Z (GMT). No. of bitstreams: 1
DISSERTA??O Carlos Adriano (1).pdf: 1361500 bytes, checksum: fc82eea18389a5199bf6348e17434cc9 (MD5)
Previous issue date: 2015-03-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This dissertation conceptualized representations of teachers/as on the developments of Law
10.639/2003 in Amargosa- BA. The law amends the Law 9.394, of December 20, 1996,
which establishes the guidelines and bases of national education, to include in the official
curriculum of the Education Network mandating the theme "History and Afro-Brazilian
Culture", and gives other provisions. The research aimed to understand the representations of the teacher participants the broad sense Graduate in History of Africa, Black Culture and Black in Brazil (CFP/UFRB), about the consequences of Law 10.639/2003 in municipal schools teaching in Amargosa, Bahia. The research subjects are seven teachers the acting at the level of basic education, with specific training in the education of ethnic-racial relations,
members of municipal schools in the city of Amargosa, Bahia. We used a qualitative
approach mediated by content analysis (BARDIN, 1977), and the design of
vindicatory/participatory research (CRESWELL, 2010). The tools for production data were
document analysis, questionnaires and focus groups (BOURDIEU, 1997; LAVILLE and
DIONNE, 2007; GATTI, 2005; DIAS, 2000; DAL'IGNA, 2012). The procedures are
consistent with the epistemological approach of cultural studies, in dialogue with the rank
analysis of representations (HALL 2013; FANON, 2008; BHABHA, 2011 and 2013;
WORTMANN, 2001). The survey results highlighted the silencing of the issues surrounding the education of ethnic-racial relations in the Municipal Plan of Amargosa Education (2007), corroborating the blind policy productions to color, and the moves of a poorly told story. The subjects emphasized the power of representative weapons and the need to rewrite the history of black people in textbooks, tensions around the political action of teachers/as and the inclusion of a specific subject in basic education for dealing with education of ethnic-racial relations. Also question the imposition of commonplace, inferior and hierarchical, culture. The study reveals the representations of teachers/as marked by a thirst for institutionalizing Law 10.639/2003 in the sphere of the Municipal Education Amargosa-BA as racism coping mechanism from the context. Finally, we highlight the limits and possibilities of the study, in particular the potential of Law 10.639/2003 linked the prospect of negotiating multi/intercultural, when we reflect on the need for quality training for dealing with the education of ethnic-racial relations, and the implications to effect a cultural policy of respect for differences, which overcomes the demobilization of narratives and essentialist readings around the issue. / Esta disserta??o problematizou as representa??es de professores/as sobre os desdobramentos
da Lei n? 10.639/2003 em Amargosa- BA. A referida lei altera a Lei n
o
9.394, de 20 de
dezembro de 1996, que estabelece as diretrizes e bases da educa??o nacional, para incluir no
curr?culo oficial da Rede de Ensino a obrigatoriedade da tem?tica "Hist?ria e Cultura AfroBrasileira",
e d? outras provid?ncias. A investiga??o teve por objetivo compreender as
representa??es dos/as professores/as participantes da P?s-Gradua??o lato senso em Hist?ria
da ?frica, da Cultura Negra e do Negro no Brasil (CFP/UFRB), acerca dos desdobramentos
da Lei n? 10.639/2003 nas escolas da rede municipal de ensino em Amargosa-BA. Os sujeitos
da pesquisa s?o sete professores/as atuantes no n?vel da educa??o b?sica, com forma??o
espec?fica na ?rea da educa??o das rela??es ?tnico-raciais, integrantes da rede municipal de
ensino da cidade de Amargosa-BA. Utilizamos a abordagem qualitativa mediada pela an?lise
de conte?dos (BARDIN, 1977), e a concep??o de pesquisa reivindicat?ria/participativa
(CRESWELL, 2010). Os instrumentos para produ??o de dados foram a an?lise documental,
question?rios e grupos focais (BOURDIEU, 1997; LAVILLE e DIONNE, 2007; GATTI,
2005; DIAS, 2000; DAL?IGNA, 2012). Os procedimentos est?o em conson?ncia com o
enfoque epistemol?gico dos Estudos Culturais, em di?logo com a categoria de an?lise das
representa??es (HALL, 2013; FANON, 2008; BHABHA, 2011 e 2013; WORTMANN,
2001). Os resultados da pesquisa ressaltaram o silenciamento das quest?es que envolvem a
educa??o das rela??es ?tnico-raciais no Plano Municipal de Educa??o de Amargosa (2007),
corroborando com as produ??es pol?ticas cegas ? cor, e as decorr?ncias de uma hist?ria mal
contada. Os sujeitos da pesquisa enfatizaram o poder de armas representativas como a
necessidade de reescrever a hist?ria dos povos negros nos livros did?ticos, as tens?es em
torno da a??o pol?tica de professores/as e a inclus?o de uma disciplina espec?fica na educa??o
b?sica para o trato com a educa??o das rela??es ?tnico-raciais. Tamb?m problematizam a
imposi??o de lugares comuns, inferiorizados e hierarquizados, na cultura. O estudo revela as
representa??es de professores/as marcadas por uma sede de institucionalizar a Lei n?
10.639/2003 na esfera da Secretaria Municipal de Educa??o em Amargosa-BA como
mecanismo de enfrentamento do racismo a partir do contexto. Por fim, destacamos limites e
possibilidades do estudo, em especial o potencial da Lei n? 10.639/2003 atrelada a perspectiva
de negocia??o multi/intercultural, quando refletimos sobre a necessidade de forma??o de
qualidade para o trato com a educa??o das rela??es ?tnico-raciais, bem como as implica??es
para efetivar uma pol?tica cultural de respeito ? diferen?a, que supere as narrativas de
desmobiliza??o e leituras essencialistas em torno da quest?o.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.uefs.br:8080:tede/161 |
| Date | 20 March 2015 |
| Creators | Oliveira, Carlos Adriano da Silva |
| Contributors | Laranjeira, Denise Helena Pereira |
| Publisher | Universidade Estadual de Feira de Santana, Mestrado Acad?mico em Educa??o, UEFS, Brasil, DEPARTAMENTO DE EDUCA??O |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UEFS, instname:Universidade Estadual de Feira de Santana, instacron:UEFS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -4285438101026463257, 600, 600, 600, 600, 3298115314873488434, -240345818910352367, 2075167498588264571 |
Page generated in 0.0031 seconds