SILVA, A. M. P.; http://lattes.cnpq.br/9524756480724339; SILVA, Ana Maria Pereira da.
Resumo:
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.