REIS, B. S. Josefa Emiliany.; http://lattes.cnpq.br/6707580757185765; SOUSA, Josefa Emiliany Barros de.; REIS, Jose Emiliany Barros de Sousa.
Resumo:
This research discusses how cultural diversity prioritizing cut for african-Brazilian and
African ethnic issues in History teaching in key input II is being designed and
problematised in the official documents of education and the school community through
two specific institutions in the city of Santa Agnes – PB, one statewide and one city
between the years 2013 to 2014 the time frame is given by the need to analyze the main
documents that were produced from 2003 to 10, 639 law enacted mandating the history
and culture african-Brazilian and African curriculum in basic education. Among these
documents are the National Curricular Parameters (1998), the National Curricular
Guidelines for the Education of Racial-Ethnic Relations and the Teaching of History
and Afro-Brazilian African (2014), the Curricular References Paraíba (2010), all these
documents will be analyzed as discursive productions permeated by power relations.
The methodology that permeates this research is oral history through interviews with
two teachers of the Municipal School Felix Pereira dos Reis and state Aeneas School
Milk city of St Agnes – PB. The interviews allowed us to problematize how these
teachers perceive teaching to ethnic-racial relations, as well as issues involving the
african-Brazilian education in the town of Santa Ines.