Formação docente no ensino fundamental: tessituras do ensino de história e cultura afrobrasileira

Abstract

In the context of basic education (early years) the discussion in the field of history teaching on Afro-Brazilian themes and the issues related to teacher training and educational curriculum are primordial, since these provide the inclusion of the historically marginalized subjects of society, among them we highlight the black. It is important to note that the inclusion of the theme became required from the legal determinations undertaken by Law 10.639 / 2003. Thus, the present study has as general objective to investigate how the thematic of Afro-Brazilian history and culture is being developed in the teaching practice of teachers of the early years in the history lessons of the country school, located in the Campina Grande - PB. The subjects of the research are two teachers who work in the school, respectively in the classes of the 4th and 5th year of basic education. As a way of preserving the identity of teachers we use codenames when referring to them. Our proposal is to analyze how teachers develop teaching history in the early years the discussion of Afro-Brazilian theme and from the analyzes develop a Pedagogical Action Plan addressing methodological proposals that can support the teaching practice of these. This research is theoretically supported from the perspective of Munanga (2005) in the discussion on negritude, Gonçalves; Silva (2006) and Canen (2001) in the comprehension of curriculum and multiculturalism, Bittencourt (2011) and Ribeiro (2004) in the approach to teaching history, Candau; Sacavino (2015) in the debate about teacher training, among others. We are also based on official documents about Afro-Brazilian themes and their inclusion in the school context. The methodological approach focuses on qualitative research, action-research. As research tools employ the techniques of participant observation and semi-structured interview, since these sources will allow us a better understanding about the subject matter. We believe that teacher training is a sine qua non to put in place a critical and reflective work, in order to combat the still existing discrimination and prejudice at school, so design school from the perspective of diversity requires changes in attitudes, curriculum and pedagogical practices, as well as the opening by educational institutions and Education Departments so that teachers have the material conditions of teacher training.