Abordagens da temática diversidade étnico-racial com professores nos anos iniciais do ensino fundamental.

Abstract

The present study has as objet of study the thematic approaches of ethno-racial diversity by teachers in the years of elementary school.With the research question: how teachers approach theethno-racial diversity in the years of elementary school? It was developed with the main objective analyze the approaches of the thematic of ethno-racial diversity of teachers of the initial years to be taken front to challenges of the identity matrices african-Brazilian.The methodology adopted for this study is qualitative-quantitative with qualitative preponderance character, because from this type of technique it was possible to have a significant number of participants while can have an analysis of reality investigated through the reflection. This work was built through a research with 07 teachers in the early years of primary education in two public schools of the city of Cajazeiras – PB, sought which the data were analyzed by means of direct observations and questionnaires. The related monograph presents in its theoretical foundation some of the main difficulties that educators in the early years of schooling have to work with the thematic of ethnic-racial relations and more specifically with regard to African matrices in the classroom and beyond. Regarding the results of the investigation in general perceives that, little has been the work done on this topic in both schools, and this can be confirmed by the answers of teachers and investigated further by the fact that there is not in any of both schools a plan that contemplates the issues of education for ethnic-racial relations. Therefore, this study discusses about the challenges that the educator has in insertion of the thematic ethno-racial diversity in schools as well as in other areas, in order to contribute to the fight against prejudice and racism suffered by people of african-Brazilian descent, be it in schools or in any society. Thus, the hope is that this work reflections bring to the promotion of education of ethno-racial relations, as well as to discuss expanded that already exists in our country, about the implementation of Law nº 10.639/03, which changed Law of Directives and Bases of National Education of nº 9.349/96 and became mandatory in History Teaching and African and Afro-Brazilian Culture, showing part of the local educational reality in dialogue with the national context.