Nombre: MARCIA ARAUJO SOUZA BELOTI
Fecha de publicación: 17/12/2020
Supervisor:
Nombre |
Rol |
|---|---|
| PATRÍCIA GOMES RUFINO ANDRADE | Advisor * |
Junta de examinadores:
| Nombre |
Rol |
|---|---|
| CLEYDE RODRIGUES AMORIM | Internal Examiner * |
| MARILEIDE GONÇALVES FRANÇA | External Examiner * |
| MARINA RODRIGUES MIRANDA | External Examiner * |
| PATRÍCIA GOMES RUFINO ANDRADE | Advisor * |
| SÉRGIO PEREIRA DOS SANTOS | External Examiner * |
Resumen: This dissertative elaboration is part of there search line Práticas Educativas, Diversidade e Inclusão Escolar do Programa de Pós-Graduação de Mestrado Profissional em Educação da Universidade Federal do Espírito Santo (PPGMPE- UFES) (Educational Practices, Diversity and School Inclusion of the Graduate Program of Professional Master's in Education (PPGMPE) of the Federal University of Espírito Santo (UFES). The research presents reflections on teacher training education of ethnic-racial relations from diagnosis via the university extension and teacher training at school. The study is justified by the social relevance about the training and there search in the racial relations field, articulating collective dialogues in schoolsspaces in the implementation of action aimed at anti-racist education involving teachers and students of a 6th grade class of na elementary school in the municipality of Serra (ES). The study aims to analyze the teacher training process in the education of ethnic-racial relations that are constituted in the school day-to-day from the fabric of na anti-racist network. The study is anchored in the action research methodology (BARBIER, 2007), which proposes collective actions that dialogue with the reality of the subjects involved in the investigative process. For theoretical foundation, we are invited to expand the network in favoring scholars such as: Kabengele Munanga (1990, 2004a, 2004b, 2005, 2012), Florestan Fernandes (2007) and Stuart Hall (2013, 2014, 2015) who are references in cultural studies and post- diaspora identities; the contributions of (SANTOS, 2006a, 2006b, 2007, 2010a, 2010b) which proposes a distance from the knowledge production in the European West through social reinvention base donour realities; in teacher education from a racial perspective, we are anchored in the reflections of Gomes (2010a, 2010b, 2012a, 2012b, 2012c, 2013, 2017) and Oliveira (2018), who are guided by a decolonial education perspective, and Andrade (2007, 2018) that discusses the identification processes and the contributions of (OLIVA et al., 2019) in the construction of an anti-racist network as a tool to fight racism. It is hoped that this study can contribute to new foundations of other anti-racist formative networks in the implementation of Law 10.639 of 2003. Further more, that the educational material, the result of this academic work, can enjoy new epistemic reflections, expanding the didactic-pedagogical framework for there cognition, valorization and transformation of the school environment from the access to knowledge. As a result, we understand the importance of research in order to collectively build an anti-racist network to transform the racist attitudes and processes that are trivialized in the school instead of fighting them, with a view to transforming reality. Added to this, the greater purpose of valuing the affirmative policies constituted by Law No. 10,639 of 2003 necessary for the educational and human processes for racial equity.
