Banca de DEFESA: SILNÁ MARIA BATINGA CARDOSO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : SILNÁ MARIA BATINGA CARDOSO
DATA : 05/06/2019
HORA: 14:00
LOCAL: Instituto de Física da Universidade Federal da Bahia
TÍTULO:

NDIVIDUALS OF (OF) COLONIALITY IN CHURCH TEACHERS 'DISCOURSE: CHALLENGES AND CONTRIBUTIONS IN EDUCATION FOR ETHNIC-RACIAL RELATIONS

PALAVRAS-CHAVES:

Decoloniality, Law 10.639/03, Teaching Chemistry.

PÁGINAS: 100
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

The implementation of law 10.639 / 03, understood as a victory of the historical struggles
undertaken by the Brazilian Black Movement in favor of education, can be considered as a
decolonial pedagogical practice, since it demands that the contents referring to African and
Afro-Brazilian History and Culture be taught in the education can’t deprive itself of
compliance with this law, on the contrary, it must overcome the Eurocentric perspectives of
knowledge and give visibility to the knowledge, histories and cultures of African and Afro-
descendant peoples, without reinforcing the standards of rooted in racialization in order to
promote education for ethnic-racial relations.
The objective of this work is to identify the approaches and distances of decolonial pedagogy
in the discourse of Chemistry teachers, in order to contribute to the understanding of
challenges and potentialities in the teaching of Chemistry for the education of ethnic-racial
relations. Based on the references of Decoloniality, in the studies of Ethnic-Racial Relations
Education and research involving Chemistry teaching and law 10.639 / 03, the research fits
into a qualitative empirical research, as it investigated the teachers' perception of the
relevance of racial themes in chemical education in the reference center of Education of
Young and Adults of Aracaju / SE through the data constructed from semi-structured
interviews. These data were analyzed by the methodology of textual-discursive analysis
(ATD), which generated four categories called: knowledge, difficulties and effectiveness of
law 10.639/03, racism, public policies/quotas and eurocentric curriculum.
Therefore, this research shows that the pedagogical practice discourse of one of the teachers
is closer to the decolonial pedagogy than the other. For when it comes to these questions, the
teacher gives importance according to his life experiences. Thus, in order for teachers to be
able to look beyond their own experiences, there is an urgent need to invest in continuing
teacher training to enable them not only to critically understand the importance of ethnical-
racial issues, but to deal positively with them and, above all, to create pedagogical strategies
that can help to re-educate them in all forms of teaching.

MEMBROS DA BANCA:
Presidente - 2920919 - BARBARA CARINE SOARES PINHEIRO
Interno - 567.815.045-68 - CLAUDIA DE ALENCAR SERRA E SEPULVEDA - UEFS
Externo à Instituição - JULIANO SOARES PINHEIRO - UFU
Externo ao Programa - 2585621 - NANCI HELENA REBOUCAS FRANCO