História e cultura afro-brasileira : proposta de ensino intercultural em uma escola pública do município de Vacaria/ RS

Abstract

This research investigates how ethnic-racial diversity, especially Afro-Brazilian culture, is addressed in the curriculum of elementary education, in the discipline of history, from Law 10.639/03, which provides for the compulsory teaching of history and Afro-Brazilian culture. In this way, the school's task in terms of education for differences is analyzed, in the face of social and cultural transformations and their implications for the educational process. In this sense, it is verified how the intercultural teaching has been developed by elementary school teachers, in the early years, based on an emancipatory educational perspective in relation to diversity. This research is relevant in the educational scenario, given the demand for public educational policies, which conceive diversity in the integral formation of students. The theoretical framework is based on Freire's postulations, about an intercultural emancipatory education, based on dialogicity, in line with Walsh's propositions, as well as, from the literature that problematizes the enslavement of black people in Rio Grande do Sul. This is a qualitative research, of the action-research type, carried out in a Municipal Elementary School, in the city of Vacaria/RS. Focusing on the accomplishment of the pedagogical action in the classroom, the research was built collaboratively with the head teacher, in which ten classes were observed, in order to record how the teacher approaches, pedagogically, in a third year class of the initials, issues related to ethnic-racial diversity. The pedagogical action proposed the application of a didactic sequence, in order to promote teaching and learning processes with an inter-multiculturalist approach. The collected data were analyzed in the light of the mentioned theoretical framework and based on Discursive Textual Analysis (DTA). Then, from the data, we sought to understand the pedagogical approach in the present-day context of the researched school. Convergences and divergences were identified based on assertions present in the documents that regulate the school curriculum, among them, the Pedagogical Political Project (PPP) and the National Curricular Common Base (BNCC). Through the analysis carried out, it was possible to understand and evaluate the existing dimensions in the school context in relation to the study of different ethnicities, based on Law 10.639/03 and, in addition, to verify how the respective institution conceives the formation of the human being in a perspective intercultural and if, in order to carry it out, it is concerned with educating people to respect diversity. In light of this analysis, finally, some significant aspects were listed, through the categories identified with the help of (ATD): 1)Conception of Law 10.639/03; 2) Personal perspectives on ethnic-racial relations (children and teacher); 3) Pedagogical practices based on the teaching of ethnic-racial diversities in an intercultural perspective; and 4) Emancipatory attitude based on the teaching of Afro-Brazilian history and culture. The result of this research emphasizes the need for a pedagogy that provides opportunities and develops issues related to historical-social and ethnic-cultural differences in the school curriculum of Basic Education. However, it was noticed that only the teaching effort does not generate the expected result, for that, it is urgent to provide opportunities for continuing education, as well as content aimed at ethnic-racial discussion. [resumo fornecido pelo autor]