Navegando por Assunto "Relações raciais"

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Abordagens de questões étnico-raciais nas aulas de educação física
(2021-11-30) Araújo, José Wagner de Lima; Paiva, Andréa Carla de; http://lattes.cnpq.br/1546386833032185; http://lattes.cnpq.br/0485749609983259
This work sought to understand the contributions of ethnic-racial relations approaches in Physical Education classes for the anti-racist training of students. The systematization of didactic texts for teaching the game perceives the challenges, the possibilities and understands the importance of providing an affinity with this culture. The research was carried out from the qualitative method, specifically, an action research developed in the discipline of Obligatory Supervised Internship in Physical Education III - Federal Rural University of Pernambuco (UFRPE). The research universe was the 5th year class of Elementary School at Escola Municipal Adélia Carneiro Pedrosa, in a quilombola community in the municipality of Goiana-PE, through remote education. The results induced that when we establish ethnic-racial relations with the contents of Physical Education, we legitimize this contribution, we provide affinity with this culture, in order to build anti-racist thoughts. It is concluded that the study contributed to the expansion of knowledge by adopting approaches to ethnic-racial relations in Physical Education classes, enriching the discussion on the subject and contributing to the production of knowledge in the field of Physical Education.
A aplicabilidade das Leis 10.639/03 e 11.645/08 nas aulas de educação física no ensino fundamental
(2024-03-08) Cavalcante, Ana Vitória Silva; Vieira, Ana Luiza Barbosa; http://lattes.cnpq.br/2045282789284599; http://lattes.cnpq.br/0758329808695578
This research was based on the following problem: “What is the relationship between the education policies determined in laws nº10.649/03 and nº11.645/08 and the performance of Physical Education teachers in elementary school?”. Therefore, the general objective of this work was to investigate the relationship between education policies determined through laws nº10.649/03 and nº11.645/08 and the performance of Physical Education teachers in elementary school. As secondary objectives, analyze what the documents and authors say about the implementation of the Education of Ethnic-Racial Relations in physical education and verify the performance of Physical Education teachers in relation to ethnic-racial issues that have been problematized in physical education classes. Physical Education in Elementary School, based on the bibliography analyzed. The methodology of this work deals with a study with a qualitative and descriptive approach, of a bibliographic nature, specifically an integrative review, which has the following steps, such as identifying the theme and the hypothesis; the establishment of criteria to include and exclude studies or samples; the definition of information extracted by selected studies; the evaluation of studies, interpretation, and finally the presentation of the knowledge review. It is concluded that this theme is essential in any professional training course for educators, in all instances, not only at undergraduate level, but also in continuing education. Finally, this work proposes that professionals who study and materialize curricula can deepen their knowledge on these themes and, based on this research, reflect and rethink curriculum construction, whether in basic education, undergraduate, or postgraduate studies.
A arte literária e as relações étnico-raciais na educação básica: uma contribuição para a prática docente antirracista
(2023-10-24) Silva, Jobson Jorge da; Cunha, Maximiliano Wanderley Carneiro da; http://lattes.cnpq.br/0105516187749549; http://lattes.cnpq.br/9702054339589037
This article aims to present a proposal for work in basic education from the perspective of deconstructing social imaginaries that disregard or despise African contributions to Brazilian sociocultural formation. In this sense, we believe it is necessary to start the construction of a new social mentality from the school, because it is in this environment that children and adolescents form their social identities and learn to value the different cultures and existing social differences. In this sense, we intend to discuss the relationship between ethnic-racial issues and basic education, then we will present the analysis of the data collected from interviews carried out with teachers from a public and municipal school in the interior of the state of Pernambuco and, finally, a didactic proposal which will collaborate with teaching practices that fight racism at school and insert ethnicracial issues in elementary schools. The work, therefore, is qualitative in nature and is mainly based on the production of Ribeiro (2019), BNCC (2018), Munanga (2012) and Brasil (1996).
A Artista Maria Auxiliadora e a Representatividade Negra em suas Pinturas
(2021-08-18) Jesus, Jeisa Pereira de; Carvalho, Marluce Vasconcelos de; http://lattes.cnpq.br/2780914280180020
Este trabajo investiga cómo se ha representado a los negros en la pintura brasileña a lo largo de la historia. Así, nos propusimos como objetivos específicos: analizar las diferencias en las representaciones del negro producidas por la artista negra Maria Auxiliadora da Silva en relación a las de los artistas europeos, y reflexionar sobre la importancia de estas representaciones del citado artista, en la actualidad. veces, según la selección de tres de sus pantallas. Por lo tanto, era importante estudiar los principales artistas que desempeñaron este papel en el arte pictórico, desde los pintores holandeses del siglo XVII, Frans Post (1612-1680) y Albert Eckhout (1610-1666) y los artistas Johann Moritz Rugendas (alemán) (1802-1858) y Jean-Baptiste Debret (francés) (1768-1848) en el siglo XIX. Identificamos el surgimiento de los primeros pintores brasileños negros en incorporarse a la AIBA - Academia Imperial de Bellas Artes, aún en el siglo XIX y los llamados artistas negros populares, que estaban apareciendo en la escena artística en el siglo XX. La metodología utilizada fue la investigación documental y bibliográfica, entre las diversas referencias utilizadas, podemos destacar a los autores: Vagner Gonçalves da Silva (2005), Lélia Coelho Frota (1978), Darcy Ribeiro (2020), y otros que se encontraron durante la investigación. en artículos académicos y disertaciones de maestría. Por tanto, nuestra investigación bibliográfica siguió un método de estudio basado en la historia en el que contextualizamos la representación de los negros por parte de los pintores mencionados. Identificar la presencia de los negros y sus vivencias en las tres obras seleccionadas de María Auxiliadora, por traer conceptos sólidos de la cultura afrobrasileña, importantes para la formación de nuestra cultura nacional y analizar la diferencia entre sus representaciones en relación a las del pintor. , poniéndonos a reflexionar sobre la importancia de estas representaciones negras en la contemporaneidad, a partir de tres lienzos seleccionados por este artista. Notamos que la artista no solo representó la cultura afrobrasileña como parte de su vida diaria, sino que también trajo fuertes conceptos de la cultura afrobrasileña, como sus manifiestos religiosos, que abarcan las festividades, la musicalidad, la estética de su indumentaria, entre otras características. , importante para la formación de nuestra cultura nacional.
Brinquedos e brincadeiras: uma influência de África em nosso cotidiano
(2021-10-15) Paixão, Amaralina Câmara da; Silva, Elizabeth Cristina Rosendo Tomé da; http://lattes.cnpq.br/3457017190178025
Este trabajo nace del deseo de identificar las influencias y aportes de los pueblos africanos en nuestra cultura lúdica tradicional, y de cuáles de estas intervenciones podríamos extraer elementos que enriquezcan y brinden una educación más integral que esté alineada con la cultura lúdica en lo formal y no formal. -Experiencias y aprendizajes formales. En este sentido, nuestra investigación buscó identificar juguetes y juegos de origen africano, cuáles de estos influyeron en nuestra cultura lúdica tradicional, y a partir de esta base, investigar qué elementos esenciales para la formación del ser humano estarían incrustados en esta cultura del juego y cuáles de estos elementos podríamos explorar en las prácticas aspectos pedagógicos en la educación básica. En este aspecto, buscamos reflexionar sobre cómo la educación, la alegría y la cultura lúdica afrobrasileña / africana podrían influir positivamente en la deconstrucción de estereotipos y favorecer los procesos de enseñanza / aprendizaje. Nuestro marco teórico incluyó discusiones sobre la importancia de la alegría y la cultura lúdica en la formación del ser humano, buscando el apoyo de algunos intelectuales, académicos e investigadores como Froebel, Huizinga, Caillois, Luckesi, Brougère, Kishimoto, Vygotsky, Freire, Gomes, Cunha. entre otros. Además de información pertinente sobre bases normativas sobre el juego y las relaciones étnico-raciales en educación. En este entendimiento, adoptamos dos investigaciones como procedimiento metodológico, una bibliográfica y otra de relevamiento. Destacamos que los datos obtenidos en las investigaciones indicaron que la cultura lúdica y el estado lúdico fortalecen y brindan oportunidades para un mejor desarrollo del ser humano, así como el estímulo al aprendizaje y fortalecimiento de las herencias identitarias.
Cinedebate e questões de gênero: o neoconservadorismo na escola
(2021-07-21) Mello, Fernanda de Carvalho Azevedo; Silva, Maria Auxiliadora Gonçalves da; http://lattes.cnpq.br/1540473468896261; http://lattes.cnpq.br/6482348204704983
Cinema na escola: representatividade negra em cena
(2021-03-05) Silva, Mirelly Nayara de Oliveira Alves da; Alves, Bruno Fernandes; http://lattes.cnpq.br/8297422717781216; http://lattes.cnpq.br/4571303730499405
The present work aimed to present cinema as a pedagogical possibility for the construction of black identity in the school environment. We formulated an action research and, using the movie Spiderman in the SpiderVerse, we promoted a cinema session in the classroom for a 5th grade class in a municipal school in Ipojuca-PE that effectively works with the determinations of the law #10639/2003, and we proved that cinema is a possibility to fulfill the socializing role of the school, as well as to influence the processes of identity construction.
Cinema Negro: uma necessidade política e afetiva
(2019-07-27) Antônio, Iris Regina Gomes; Agra, Uirá Rupert Moreira Cruz e Costa; http://lattes.cnpq.br/1007832192720400; http://lattes.cnpq.br/1322550438465644
This paper analyzes some parameters of Brazilian Black cinema with one of the initial bases a brief social-historical contextualization of African black cinema, in order to reflect on how these impacts have influenced the construction of this cinema, since both are colonized territories and suffered with the process of racial oppression and, as spectators, these cinemas had access to a media imagery production that have contributed and still contribute to the maintenance of this project of domination, reflecting on the need to focus on the broad protagonism in these productions as a strategy of survival. In 1997, the São Paulo International Short Film Festival held the section "Foco", where for the first time there was a Brazilian festival with a program intended only for works made by black filmmakers from various countries. Alongside this, or even before that, Brazilian black filmmakers such as Jeferson De, Rogerio de Moura, Ari Candido, Noel Carvalho, Billy Castilho, Daniel Santiago, Lilian Solá Santiago and Luiz Paulo Lima had been debating the negative image of black people on screens, and already believed that only a direct intervention in the audiovisual chain made by black professionals, could reverse this situation .(CARVALHO and DOMINGUES 2018). Already in the year 2000, in the same festival, in its 11th edition, there was the program Dogma Feijoada - Black Diversity Show, which in addition to bringing 6 Brazilian films of black directors, had a part destined to the debate of the Manifesto written by filmmaker Jeferson De, entitled Genesis of the Brazilian Black Cinema. This document had six guidelines that defined what black cinema is: (1) the film has to be directed by a Brazilian black director; (2) the protagonist must be black; (3) the theme of the film must be related to the Brazilian black culture; (4) The film must have a workable schedule. Urgent films; (5) black (or not) stereotypical characters are prohibited; (6) the script should privilege the Brazilian common black; (7) superheroes or bandits should be avoided. We transform, then, the first guideline of the manifesto our basic parameter, that is, the focus of the research are cinematographic productions where the black people occupy the chair of the direction. Another motivation for the research was the data released by the Affirmative Action Multidisciplinary Study Group (GEEMA) in research focused on the box office cinema of Brazil, which states the inequality of gender and race, unlike independent cinema, which becomes the sector where most of these black artists can produce cinema. From comparisons of 100 films produced from 2010 to 2019 we can identify some characteristics that may point out some common motivations and conditions that may or may not define lines of thought and concepts. These reflections were defined in the chapters: “The Need to Document” which reflects on the form and content of documentary production; the chapter “By the right to subjectivity” that focuses on productions that have their diverse format and do not fit a traditional narrative line; “Quantitative Growth and Geographic Representations” which is the space for analysis regarding the locality and quantitative progress of these productions ”; “From affectivity to clash” that highlights organic and emerging cinema and how these narratives are told; and lastly, “Guerrilla Cinema or also Emergency Cinema” already quoted by Jeferson De in his manifesto.
Controvérsias em torno de um conceito: um estudo da raça nas Ciências Sociais
(2019-12-10) Nascimento, Elisa Duarte; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739
This term paper aims to understand the importance of the 'race' category in the sociological explanations of social inequalities, for such, we present a historic of the 'race' debate in Brazil. We will point out the ideologies behind the concept of race in racists and anti-racists theories that were spread in the country on the nineteenth century, we will expose the imbrications between the aspects of race and class and analyze, through the example of Affirmative Actions of racial quotas for the ingress to higher education, how is the current debate of race relations in Brazil. We use the literature review of several authors considered of great importance for the national and international debate of ethnic-racial relations. We realize, at the end of the study, that even though some authors advocate overcoming the use of 'race' as a scientific concept, it remains a social marker and, thus, remains extremely important to understand our social reality.
Educação infantil antirracista: análise da perspectiva docente
(2022-10-05) Silva, Laryssa Pereira da; Botelho, Denise Maria; http://lattes.cnpq.br/5168554413015642; http://lattes.cnpq.br/3758320268492203
Within a racist society, the concern with the formation of children is present taking into account that they reflect what, and who, is around them. As inclusion and respect for diversity are put into practice in the school environment, black children can finally feel embraced, starting at school with an eye on the world. Thus, this research presents an analysis of the perception of teachers in relation to an anti-racist education in early childhood education. Finding itself within the qualitative perspective, this case study brings to reflection, from a theoretical basis with references from Kabengele Munanga, Djamila Ribeiro and Eliane Cavalleiro and from interviews, the importance of knowledge and work of an education for the ethnic-racial relations within early childhood education. From the reports, it was possible to conclude that there is a concern with anti-racist education, but there is still a long way to go until we reach adequate practices both within the classroom and in the school as a whole.
O ensino de Artes Visuais para uma Educação das relações étnico - raciais no Fundamental II nas escolas públicas municipais de Ilhéus-Bahia
(2021-08-13) Anjos, Eliete Silva dos; Pinto, Janille da Costa; http://lattes.cnpq.br/3170771425776045; http://lattes.cnpq.br/8484648364536984
This research addresses the need for teaching Visual Arts to achieve an Education of ethnic-racial relations, aims to analyze how Education for ethnic-racial relations is being implemented in the Art Curriculum Component classes, offered in Elementary School II in public schools in the municipal network of Ilhéus - BA. The theoretical framework included discussions about laws 10.639 (2003) and 11.645 (2008), which changed the Law of Guidelines and Base for National Education (LDB) No. 9394 (1996) and Ana Mae Barbosa's Triangular Proposal. The methodological steps used in the research are of a qualitative, descriptive, bibliographical and documentary approach, where we carry out a literature review in articles and books by authors who discuss the proposal of Education for ethnic-racial relations in art classes. Thus, the data indicate that the present municipality promotes a pedagogical proposal that enables Education for ethnic-racial relations in the Art Curriculum Component, as seen in the Curriculum Matrix, in the Pedagogical Diary of Final Years, in the Reference Curriculum Document, in the Organic Law and in the Municipal Education Plan (PME). We found that Education for ethnic-racial relations in the Art Curriculum Component is being offered in Elementary School II in Cycles 4 and 5 and in their corresponding phases I and II in public schools in the Municipality of Ilhéus - Ba, implemented the prerogatives of laws 10.639 (2003) and 11,645 (2008).
Entre reflexões e práticas feministas
(UFPE, UFRPE, 2016) Cruz, Helena Santana; Januário, Soraya Barreto; Carvalho, Maria Eulina Pessoa de
A Rede Feminista Norte e Nordeste de Estudos e Pesquisa sobre a Mulher e Relações de Gênero – REDOR, nascida em 1992, na Universidade Federal da Bahia, por iniciativa do Núcleo de Estudos Interdisciplinares sobre a Mulher – NEIM, visa estimular o desenvolvimento e a divulgação desses estudos nessas regiões do país. Naquele ano, foi realizado o I Encontro Regional de Estudos sobre a Mulher e Relações de Gênero do Norte/Nordeste, com a intenção de articular as pesquisadoras das duas regiões. A ata de fundação da REDOR foi assinada por 33 participantes de 12 núcleos e grupos ou articulações pró-núcleo de oito estados: Bahia, Sergipe, Alagoas, Pernambuco, Paraíba, Rio Grande do Norte, Ceará e Pará. Desde então, a REDOR impulsionou a criação de novos núcleos e grupos e atualmente reúne cerca de trinta. Uma das ações de maior impacto da REDOR é a promoção de encontros anuais, atualmente bianuais, de socialização de estudos e pesquisas, que não se restringem mais ao Norte e Nordeste do Brasil, e têm contado com a crescente participação de docentes e discentes da educação superior e da pós-graduação, professoras e professores das escolas de educação básica e membros de organizações não governamentais engajados na justiça de gênero. Nesse contexto, esta coletânea inicia a série ESTUDOS REDOR visando divulgar mais amplamente trabalhos de excelente qualidade realizados pelas diversas pesquisadoras e pesquisadores participantes desses encontros, direta ou indiretamente associados à Rede. A partir de uma seleção criteriosa que combina trabalhos sobre diversos temas e locais, apresentados preliminarmente no 18º Encontro realizado na Universidade Federal Rural de Pernambuco, em Recife, as versões aqui apresentadas foram revisadas por autoras e autores convidados e por nove professoras e professores, três para cada um dos livros da coletânea. O livro 1 trata de Gênero, Educação e Comunicação; o livro 2 reúne textos em torno da temática Relações e Hierarquias Marcadas por Gênero; e o livro 3 engloba questões sobre Experiências e Práticas Feministas. A nossa intenção é de estabelecer uma prática contínua após os encontros, para manter a REDOR ativa, desenvolvendo-se a proposta de reunião dos melhores trabalhos apresentados nos encontros, bem como outros de participantes da Rede. Assim, a série ESTUDOS REDOR pretende representar uma referência para os estudos feministas e de gênero realizados pelas/os associadas/os e convidados, e uma inspiração para novos estudos. Por terem organizado e promovido o 18º Encontro da REDOR, Maria do Rosário Leitão de Andrade do Núcleo de Pesquisa-Ação Mulher e Ciência - NPAMC/UFRPE e Russell Parry Scott do Núcleo Família, Gênero e Sexualidade - FAGES/UFPE, com a colaboração do Instituto Papai e da Fundação Joaquim Nabuco, resolveram buscar financiamento específico para esta produção. Parry Scott recebeu o apoio do CNPQ e coordenou juntamente com a diretoria atual da REDOR, presidida por Maria do Rosário Leitão de Andrade e Maria Eulina Pessoa de Carvalho, a diretoria anterior (Gloria Rabay e Maria Eulina Pessoa de Carvalho) e muitas/os integrantes da Rede, indivíduos, grupos e 9nanciadores, ao longo de um processo de profícua interlocução. Esta produção é uma colaboração entre a Universidade Federal Rural de Pernambuco, que realizou a impressão do livro, e a Universidade Federal de Pernambuco, que realizou a diagramação da versão final, apresentada pela revisora, Amanda Martha Campos Scott, e as equipes de organizadoras/es, numa articulação coordenada pela Prof. Parry Scott.
O imaginário racial na fotografia de Albert Henschel (Brasil: 1860-1880)
(2021-03-29) Tiné, Gustavo Henrique Ribeiro; Barros, Gabriel Navarro de; http://lattes.cnpq.br/3280959855647241; http://lattes.cnpq.br/6929820313308185
A importância da representatividade em sala de aula: correspondência racial entre alunos e professores e o desempenho escolar
(2021-12-14) Rocha, Samuel de Albuquerque; Silva, Diego Firmino Costa da; http://lattes.cnpq.br/8895265465747877; http://lattes.cnpq.br/0186163084173110
Estimates of change in performance were found in 6th and 7th grade students from the Public Network of Recife, when they were placed in a situation of racial equality with their Portuguese and Mathematics teachers, with data collected from the Longitudinal Monitoring of Student Performance Survey of Recife's Public Elementary Education Network (FUNDAJ, 2018). Among other information, it was found, through the Differences in Differences method, that brown students showed an improvement in grades in both subjects evaluated, when taught by black or brown teachers, showing a greater identification of race. Black students had an average increase of 5.04 points in Mathematics when they were taught by a black teacher.
O lugar da educação das relações étnico-raciais na prática docente segundo as concepções de professores da Educação de Jovens, Adultos e Idosos
(2021-07-19) Souza, Edileuza Maria de; Silva, Lucas Victor; http://lattes.cnpq.br/0058476610695399; http://lattes.cnpq.br/3682038188263725
“Nada foi em vão”: uma análise sobre as obras de literatura infantis da atualidade como ferramenta de combate ao racismo em sala de aula
(2023-09-14) Brito, Amanda Cristina Borges de; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739; http://lattes.cnpq.br/0676058058105472
After reflecting on the books that are commonly used in school spaces related to ethnic-racial issues, the question came to me that works are not currently produced so that they are always addressed or if there is no real concern in seeking and updating works current to be worked in schools. With this, a bibliographical research was carried out and three books of national children's literature were selected – ''Amoras'' by Emicida, ''O Pequeno Príncipe Preto'' by Rodrigo França and ''Com qual penteado eu vou?'' by Kiusam de Oliveira – with the objective of being analyzed in search of characteristics that confirm the existence of current production with a focus on working on racial and ethnic issues, observing in these works the themes worked in the books and their importance in combating racism in the classroom, analyzing the construction of black identities of the main and secondary characters of the books. Through this work, it was possible to visualize in the studied books, aspects that contribute to the identity and cultural formation of children, through the phenotypic characteristics of the characters as well as culture, religiosity, among others. In this way, it is clear that there are a large and diverse productions made today involving racial ethnic themes and the question remains as to why it is still so rare to find this variety in school spaces.
Oficinas de capoeira nas aulas de artes: promover, reconhecer e preservar, na perspectiva das relações étnico-Raciais
(2021-08-13) Cordeiro, Fabíola da Silva; Torres, Niedja Ferreira dos Santos; http://lattes.cnpq.br/3501803097646190
The aim of this research was to investigate a non-formal institution in the city of Brumado-BA that serves children, adolescents and young people working with workshops focused on Visual Arts, more specifically with capoeira workshops in its context focused on Ethnic-Racial Education. When carrying out an investigative analysis in the institution, one can see the need to take this learning to the study in formal education schools so that everyone has access as detailed in Law N. 10.639/03, where it is mandatory and legally responsible for institutions as regards the offer of subjects on Afro-Brazilian and African history and culture, therefore, it becomes essential to change the school curriculum, intensifying ethnic-racial studies. The theoretical foundation was in the light of CRUZ (1997), COLI (1995) and LIBLIK (2011). In this way, to encourage the inclusion of workshops aimed at learning theoretically and playfully in the cultural experiences of Capoeira where it shows that this art is genuinely Brazilian and is part of the construction and history of African peoples who were enslaved in Brazil.
Perspectivas teóricas sobre a implementação da Lei 10.639/2003: abordando o ensino das relações étnico-raciais nos livros didáticos de química
(2025-03-20) Silva, Vanessa Araújo da; Lima, Analice de Almeida; Batista, Maria de Fátima Oliveira; http://lattes.cnpq.br/8195873385841154; http://lattes.cnpq.br/2273105974559580; http://lattes.cnpq.br/4925017833973638
A pesquisa justifica-se pela necessidade de compreender e evidenciar a lacuna existente na abordagem das contribuições dos povos africanos e afro-brasileiros nos materiais didáticos de Química. O estudo tem como objetivo analisar a presença e o tratamento dos conteúdos relacionados à História e Cultura Afro-Brasileira e Africana nos livros didáticos da coleção Ciências da Natureza e Suas Tecnologias – Multiversos Ciências da Natureza (1ª ed.), da Editora FTD, distribuída pelo Programa Nacional do Livro e do Material Didático (PNLD 2020) para o ensino médio. Busca-se identificar avanços ou permanências no que se refere à invisibilidade histórica da população negra nesses materiais, considerando sua conformidade com as diretrizes legais e educacionais. A pesquisa levanta a seguinte questão: até que ponto os livros didáticos aprovados pelo PNLD evoluíram na inclusão dessa temática? E como essa evolução — ou sua ausência — impacta a desconstrução de estereótipos e preconceitos no contexto do ensino brasileiro? Para atingir os objetivos propostos, utilizou-se uma abordagem qualitativa de Minayo (2001), com base no método exploratório-descritivo. A discussão fundamenta-se em autores como Gomes (2023), Domingues (2007), Benite (2018) e Pinheiro (2018), abordando temas como o papel do movimento negro na educação, a articulação entre políticas públicas e práticas pedagógicas, e a influência dos livros didáticos no ensino de Química. Os resultados indicam que, apesar da obrigatoriedade legal prevista na Lei 10.639/2003, ainda persistem lacunas significativas na formulação curricular e nos conteúdos apresentados, o que demonstra a necessidade urgente de uma revisão nos materiais didáticos, com vistas à construção de uma educação mais inclusiva e antirracista.
Raça e saúde: o discurso médico no diagnóstico da população negra
(2021-04-01) Torres, Gwan Silvestre Arruda; Barros, Gabriel Navarro de; http://lattes.cnpq.br/3280959855647241; http://lattes.cnpq.br/9846453094987325
The research analyzes the medical discourse with racial bias, in order to investigate the medical racialist discourse, in the bodies of the Afro-Brazilian population and the use of theories in their diagnoses. The time frame comprises the years 1889 to 1930, for further understanding of racial theories and how they were shaped in the Republican Brazilian socity, as well as understanding the perception of public health, whether through medical academies or health campaigns. The study will be divided into three chapters, the first one turns to presentation, as well as the identification of racial theories and their multiplicity of discourses, reaching not only doctors, but other intellectuals, until reaching other social layers. In turn, chapter two will be the historicization of the History of Medicine, from the emergence of the first faculties in Brazil to a look at the History of Pernambuco Medicine, with a bias to a regional history. Finally, we analyzed different sources to contextualize the medical diagnoses in black bodies and how these prognoses pointed to racial theories.
(Re)criando narrativas para o reconhecimento das ancestralidades indígenas e afro-brasileiras: ação pedagógica nos anos iniciais do ensino fundamental
(2023-09-14) Silva, Niccole Jordan Freitas; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739; http://lattes.cnpq.br/9881259505959072
This present work presents a study focused on Indigenous and Afro-Brazilian ancestries, seeking to investigate the impact of an educational practice that proposes the (re)creation of historical, literary, and artistic narratives for the recognition and valorization of these ancestries in the Brazilian context. The construction of this work aimed at the implementation of real approaches in a 1st-grade elementary school class, presenting narratives about indigenous and Afro-Brazilian peoples in a prominent and protagonistic position in history, based on positive representations and the study of their contributions to the culture, science, and social practices of our country. Through a theoretical immersion, different references related to ethnic-racial relations are presented, highlighting acts of resistance and the increase in scientific productions in this regard. There is a deepening of the study of educational policies in Brazil related to the ethnic-racial agenda, from the 1988 Constitution to the latest update of the BNCC (Brazilian National Common Curriculum). Furthermore, there is an emphasis on the importance of adopting an anti-racist teaching perspective, committed to the civic and political education of students, valuing human and cultural diversity. The text addresses the intersections and historical connections between peoples of different origins with very ancient cultural roots, such as the Tupi and Yoruba, emphasizing the importance of the (re)creation proposal as a strategy for the active and creative involvement of students. Through action research and using instruments such as participant observation and questionnaires, it was possible to investigate the teacher's practices and the involvement of students in the proposed activities. The assessment of the research and planned pedagogical action's impacts was inspired by Content Analysis. A didactic, historical, and temporal cut was made, using different educational resources to illustrate the first contacts between peoples of different origins who are part of our history, aiming to build the knowledge that indigenous and Afro-Brazilian ancestries have roots predating the formation of Brazil. The research allowed the exercise of a constitutional right supported by law, contributing to the understanding of ethnic diversity in the Brazilian context. With a playful and interdisciplinary approach, activities were carried out that were contextualized to the class's reality, putting into practice genuinely inclusive education committed to the anti-racist struggle and the valorization of human diversity. The research results indicate the implementation of a sensitive approach to different aspects of indigenous and Afro-Brazilian ancestries, with student productions that include painting, collage, writing, toys, imaginative play, exploration of musicality, and the development of a temporal and geographical sense. These activities allowed highlighting the changes resulting from the process of narrative (re)creation carried out at different moments. Additionally, there is a focus on students' statements related to the proposed idea and on the practices of a teacher committed to a humanizing education. This contributes to the research field with concrete data and experiences that can be used to improve teaching and learning experiences related to ethnic-racial relations.