Banca de DEFESA: ELIAS MANDE LAURINDO ANDRÉ

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ELIAS MANDE LAURINDO ANDRÉ
DATE: 04/03/2022
TIME: 14:00
LOCAL: https://meet.google.com/joe-fumn-wfk
TITLE:

Student experiences in the process of initial training and professional insertion in the licenciate course in Quilombola School Education – Pedagogy qualification at Univille

KEY WORDS:

Quilombola School Education; Formative Processes; Quilombos; quilombolas; UNIVILLE.

PAGES: 120
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SUMMARY:

This study aimed to analyze the meanings that the students of the Licentiate in Quilombola School Education - Pedagogical Training at UNIVILLE produce about this experience of initial formation. We emphasize that given the historical claims of Brazilian Quilombola Communities and the Unified Black Movement, in 2010, Quilombola School Education was included in the General Curriculum Guidelines for Basic Education as an educational modality. In 2012, its National Curriculum Guidelines were drawn up. For its implementation in the states, there was a need for teachers with differentiated training, capable of meeting the specificities of Quilombola Communities. Responding to such demand in 2019, the Santa Catarina Department of Education (SED) opened a Public Notice to accredit Higher Education Institutions to offer the Degree in Quilombola School Education - Pedagogy Qualification. In the same year, as a result of the process, the University of the Region of Joinville (UNIVILLE) was accredited, and started to offer the course, and this class being the first and only of Licentiate in this modality throughout the state so far. Therefore, the students of this group constitute the interlocutors of this research. To discuss their formative experiences, we built the information (collected the data) in two moments: 1. Conducting a semi-structured online questionnaire; 2. Conducting an online focus group. Both moments were online due to the context of the coronavirus (COVID-19) pandemic. To analyze this information methodologically, we took a qualitative approach, through the content analysis of Bardin (1977) and Franco (2018), using the following theoretical framework: Givânia da Silva (2012, 2018), Vanessa da Rocha (2020), Munanga (2020), Hall (2014), Silvio Almeida (2019) and the National Curriculum Guidelines for the EEQ. In terms of results, it was noticed that: in addition to the difficulties inherent in any learning process (time management, access, and organization of course content, understanding/assimilation/apprehension of the content of a given subject, etc.), students face other difficulties, linked to ethnic-racial condition (prejudice, discrimination and stigmatization - racism); The course also has potential resources for the construction of a professional identity (quilombola teaching identity) because the curriculum matrix of the course is filled with disciplines that deal specifically with the history, culture and tradition of quilombola communities, as reported by students.

BANKING MEMBERS:
Presidente - 2764188 - ALEXANDRE VANZUITA
Externa à Instituição - CAROLINA DOS ANJOS DE BORBA - UFPR
Interna - 1715961 - MARILANDES MOL RIBEIRO DE MELO