Estudos sobre a formação de professores de ciências no contexto da lei 10.639/03
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Data
2014-03-13
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Universidade Federal de Goiás
Resumo
The issue of including contents of history and African-Brazilian and African culture in the
curricula of primary school, determined by the law 10639/2003 has promoted discussions in
the academic realm regarding ethnicity, diversity and race. Education is par excellence an
opportunity for subjects to learn about the value of culture and maintain contacts with
different cultural practices. In this way, the school is a relevant area in this process, but not
always it occurs in the perspective of the respect for the cultural values and expressions of the
subjects involved. Although Brazil is known worldwide for its pluri- and multi-cultural
character, diversity is not always addressed in the classroom, although the school is composed
of blacks, whites and indigenous. In this context, based on the assumptions of Dialectical
Historical Materialism, this paper presents elements of a participating research, representing
an educational activity for research and social action. The present study aims to investigate
the knowledge mobilized by the teacher’s triad (trainer, in initial training and of basic
education in continuing education) in the process of production and development of actions,
which contribute to the critical training of teachers and students in relation to the historical
origin of the Brazilian society, bringing reflections to understand how the proposed law has
been applied, with the intention of expanding the dissemination of its proposals providing
access to future analysis related to the topic. For data collection, semi-structured interviews
were conducted with undergraduate degree students in the chemistry program, trainer teachers
of education degree program in science of Higher Education of the state of Goiás, trainer
teachers and coordinators of the courses of Sciences of Higher Education of the state of Goiás
and leadership of social movement black in the state of Goiás. The interviews were recorded,
transcribed, and data were grouped by units of meaning, and analyzed using the discourse
analysis technique. The results indicate that this is an alternative that fulfills its educational
role through dialogue with our peers, which occurred both in the Collective Black and during
the interviews, and was a strategy to bring the discussion of the demand of the law (law
10639/2003) into the University in undergraduate courses in science and mathematics
programs, through inferences about the relationship between the teaching of history and
African-Brazilian and African culture and science education present in the theoretical
framework and in discussions about the speech produced by respondents during interviews.
Besides the scientific dissemination of the product of our work, made possible by the
documentary Absent Principle: Law 10639/03 in Teacher Training, this is an initiative that
aims to contribute to the discussion of the Law 10639/03 in teacher training courses, as well
as and its social and cultural diffusion to the scientific community.
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Citação
SOUZA, Ellen Pereira Lopes de. Estudos sobre a formação de professores de ciências no contexto da lei 10.639/03.2014. 142 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2014.