Banca de DEFESA: CAMILE BACCIN DE MOURA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : CAMILE BACCIN DE MOURA
DATE: 26/03/2024
TIME: 14:00
LOCAL: Ambiente virtual
TITLE:

DECOLONIZANDO SABERES NO ENSINO E NA FORMAÇÃO DOCENTE: A IMPLEMENTAÇÃO DA LEI 10.639 NA PRÁTICA PEDAGÓGICA DE PROFESSORES DE LÍNGUA PORTUGUESA DE UMA ESCOLA DA REDE PÚBLICA ESTADUAL DO CEARÁ

KEY WORDS:

Law 10,639/003; continued teacher training; racial literacy; decoloniality; teaching

 

PAGES: 137
BIG AREA: Linguística, Letras e Artes
AREA: Linguística
SUMMARY:

In 2023, Law 10,639/003 completed twenty years of validity in Brazilian education. Said law provides that the teaching of African culture and history becomes part of the mandatory curricular component in basic education, as an affirmative action policy for confronting racist practices through anti-racist education. In this sense, this research addresses the impact of this Law on the teaching of the Portuguese language in a state public school in Fortaleza - Ceará. From a methodological point of view, this is a qualitative action research that attempts to analyze the impact of the law on teaching action, in addition to reflecting and investigating the relevance of continued training for teaching racial literacy. Starting from a decolonial and intersectional perspective (African-American intersectionality theory), this work sheds light on the importance of an interdisciplinary anti-racist education for the teacher. To support this path, questionnaires were applied to teachers in the area of languages and codes and their technologies at the school in question, the purpose of which was to investigate whether there is in fact the applicability of the law in the institution and what training aspects were offered to teachers in that institution. locus. Furthermore, school data was accessed to better understand the institutional and teaching profile, including observations of the pedagogical actions implemented in that context. Based on the data obtained, our investigation suggests, as an intervention action, a training workshop, in which the product is a didactic sequence designed for Portuguese-speaking teaching audiences. From a theoretical point of view, we are anchored in Antunes (2009), Akotirene (2018), Almeida (2019), Candau (2013), Ribeiro (2018, 2019), Cosson (2022), Colling (20212), Davis (2016, 2019) Ferrarezi Jr (2014), Freire (1984,2006), Jouve (2012), Quijano (2005, 2006), Rojo (2009), Tardif (2002), Pimenta (2008), Saviane (2020), Van Djik (2020, 2022), among others. We believe that our investigation, based on the data collected, will contribute to the school institution, together with the education department, promoting continued teacher training whose theme focuses on teacher racial literacy and its consequences in the basic education classroom.

COMMITTEE MEMBERS:
Presidente - 1451653 - ALEXANDRO TEIXEIRA GOMES
Externa à Instituição - CINTYA KELLY BARROSO OLIVEIRA
Externo à Instituição - WAGNER BARROS TEIXEIRA - UNILA