Banca de QUALIFICAÇÃO: ALESSANDRA CRISTINA BERNARDINO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ALESSANDRA CRISTINA BERNARDINO
DATE: 02/12/2022
TIME: 14:00
LOCAL: Meet
TITLE:

VIEWS ON ETHNIC RACIAL RELATIONS IN CURRICULAR DOCUMENTS GUIDING HIGHER EDUCATION IN SOUTHERN BRAZIL AND BORDER COUNTRIES OF LATIN AMERICA

KEY WORDS:

Education; Ethnic Racial Relations; Latin America; University education.

PAGES: 75
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study is part of the Graduate Program in Education of the Instituto Federal Catarinense - PPGE-IFC, in the Research Line Formative Processes and Educational Policies. It is an offshoot of the Research Project, approved by Fapesc's Public Notice No. 20/2020, entitled: "Influence of multilateral organizations in the design and implementation of inclusive educational policies and pedagogically innovative practices in Latin America." This study aimed to analyze how ethnic-racial relations occur in curricular initiatives of higher education that already exist in the South of Brazil, in the states of Rio Grande do Sul, Paraná and specifically in Santa Catarina and in the border countries of Latin America, in Argentina, Paraguay and Uruguay. Considering the educational themes, a study was carried out that is based on the guidelines of the legal provisions that complement the education of ethnic-racial relations, in higher education, existing in Brazil and in the border countries of Latin America. of international organizations (UNESCO, World Bank, OECD, among others), as well as regulatory frameworks under Law 10,639/03, which establishes the mandatory teaching of African and Afro-Brazilian History and Culture and its guidelines. As a methodological procedure, the literature review and the reflections articulated with the guiding curriculum documents, for the achievement of the analysis and sharing of studies, on the racial ethnic theme, having as theoretical basis, the conceptions of the following authors: Arroyo (2011) , Canan (2016), Carneiro (2011), Ciavatta (2000, 2009), Fonseca (2000), Gomes (1995, 2002, 2007, 2017), Gonzalez (1982, 1984, 1988), Grosfoguel (2008), Hall ( 2003), Hernández (2017), Munanga (1994, 1999, 2020), Mignolo (2003, 2005), Minayo (2009), Moura (1992, 2014), Morosini (2021), Nascimento (2004), Pinar (2007) , Santos (2009) and Stake (2011) among others. This research, of a bibliographic and documentary nature, has a qualitative approach from the perspective of comparative studies, with a descriptive and interpretive analysis, through what they correspond to Africanities, on the higher education system in the context of Latin America. The present study is being organized in five sections, thus, each section is enunciated through the work that reveres the African and Afro-Brazilian history and culture of the intellectual, composer and sambista Nei Lopes: the first section Samba de Eleguá... Mojubá! brings an introductory text with general information about the analytical and descriptive course of the guiding curriculum documents that will serve as a contribution to the research; the second Resistance section: "At the Service of Always the Most Beautiful Intentions" describes the methodological course of the research; the third section Nosso Nome, Resistencia: "Conjugando in the present the verb resist" brings a discussion about the importance of productions on ethnic-racial themes in Brazil and Latin America, in addition to analyzing the studies of education on ethnic-racial relations in teaching higher; the fourth section entitled Sambeabá: “You don't have to be bamba, you just have to want to”, deals with the importance of educating ethnic-racial relations in Latin America; the fifth section Flor dos Tempos: "I'm following the scores", analyzes and describes the curricular documents that guide the education of ethnic-racial relations in Brazil and Latin America; the sixth section Negro Even presents reflections on the black population and the school curriculum; the seventh section Afrolatinô describes the formative process through the theme of education of ethnic-racial relations in higher education in Brazil and Latin America. It is provisionally concluded that in this study it is possible to reflect on the guiding curricular documents of International Organizations, the affirmation of the identity of the black population in Latin America, either because of the gaps that historically, culturally and socially caused distance in placing the black population and their experiences in the inclusive processes in society.

COMMITTEE MEMBERS:
Externa à Instituição - ANGELA MARIA DE SOUZA
Presidente - 2764188 - ALEXANDRE VANZUITA
Interna - 2773007 - IDORLENE DA SILVA HOEPERS