A formação docente na licenciatura em matemática da UFG: a colonização/decolonização do conhecimento no currículo na perspectiva das relações étnico-raciais
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2020-04-28
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Universidade Federal de Goiás
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The performance of the Black Social Movements was essential for the manifestation that the construction of the concept of race regulates Brazilian social relations. In a certain period, social movements shared the values of modernity as a strategy for reconciling the conflicts that affected them, however, several movements began to claim not only their recognition and appreciation, but, above all, for the inclusion and transformation of the modern-colonial configuration of State. In the field of education, several public policies were achieved, in which we highlight Law n.º 10.639/2003, which establishes the obligation of the theme “Afro-Brazilian History and Culture” in Basic Education curricula, and through the guidelines of opinion CNE/CP n.º 03/2004 and Resolution CNE/CP n.º 01/2004, proposes the inclusion of Ethnic-Racial Relations education in undergraduatecourses. In this way, our aim is to analyze the perceptions of students who have already completed the Supervised Internship in the Mathematics Degree Course, on how they perceive academic training to work in Basic Education, from an ethnic - racial perspective. As a political and epistemic option, we adopted Decolonial Studies as a theoretical approach, among which we mention those brought by the authors Quijano, Mignolo, Maldonado-Torres, Castro-Gómez and Nazareno. We proposed to work with a methodology that was not entirely permeated by the Eurocentric construction, so we took as a reference for data collection, the conversation, proposed by Háber, through the Conversation Wheel, and as an analysis, the methodological matrix for the Decolonial Studies suggested by Martins and Benzaquen, in addition to the positioning of “la hybris del punto cero” discussed by Castro - Gómez, in which he criticizes the universality of Eurocentric knowledge. The data reveal that future mathematics teachers do not feel prepared by the course to act in a perspective of race relations, largely due to the curricular structure of the course that does not favor discussions about the diversity and pluriethnicity of our country, inflicting markers of the coloniality of the country. power / knowledge in academic education through the Eurocentric curriculum. However, they point to individualized practices of teachers in the field of Mathematical Education, who are committed to a pedagogical political action, awakening a look at future education professionals for the existence of human beings denied, silenced and excluded in the current hegemonic system.
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SOUSA, D. B. A formação docente na licenciatura em matemática da UFG: a colonização/decolonização do conhecimento no currículo na perspectiva das relações étnico-raciais. 2020. 185 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2020.