Banca de DEFESA: ALESSANDRA CRISTINA BERNARDINO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ALESSANDRA CRISTINA BERNARDINO
DATE: 25/09/2023
TIME: 14:00
LOCAL: Miniauditório da Biblioteca - Bloco F - Campus Camboriú
TITLE:

VIEWS ON ETHNIC-RACIAL RELATIONS IN CURRICULUM DOCUMENTS GUIDELINES FOR BASIC EDUCATION IN SOUTHERN BRAZIL (PARANÁ, SANTA CATARINA AND RIO GRANDE DO SUL) AND BORDER COUNTRIES IN LATIN AMERICA (ARGENTINA, PARAGUAY AND URUGUAY)

KEY WORDS:

Education; Ethnic-Racial Relations; Latin America; Basic Education

PAGES: 175
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SUMMARY:

This study is part of the Postgraduate Program in Education at 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 Notice nº 20/2020, entitled: "Influence of multilateral organizations in the elaboration and implementation of inclusive educational policies and pedagogically innovative practices in Latin America". Considering the educational themes, a study was carried out that is based on the guidelines of the legal provisions, which aims to analyze how ethnic-racial relations occur in the curricular initiatives of basic education, already existing in the South of Brazil, in the states of Rio Grande do South, Paraná and specifically in Santa Catarina and in the border countries of Latin America, in Argentina, Paraguay and Uruguay. We emphasize the reference of guiding curricular documents and reports from international organizations (UNESCO (2019), World Bank (2018), OECD (2011), ECLAC (2017 and 2021), among others), as well as normative frameworks within the scope of Law 10.639/03, which establishes the mandatory teaching of African and Afro-Brazilian History and Culture and its guidelines. The choices of the theoretical conceptions of this research took place from the Afrocentric perspective, inserting mostly authors, by racial identity, black men and women, who reflect on the historical and colonizing process in Latin America, for an anti-racist education and the effects that racism provokes in the ethnic-racial identity of the social subjects present in the school space, mainly in basic education. For this, as a theoretical contribution, we will dialogue with studies of the following authors: Arroyo (2011), Canan (2016), Carneiro (2011), 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, who bring convergent positions in their thinking, which help us to (re)think important concepts and a reading of transformation of the world, interculturality and respect, (re)existence and (re)signification of the other. The present research, of a bibliographical and documental nature, is of a qualitative approach, with descriptive and interpretative analysis, through what correspond to Africanities, on the system of basic education in the context of Latin America. It is concluded that in this study it is possible to reflect on the curricular documents guiding the International Organisms, the affirmation of the identity of the black population in Latin America, either through the gaps that historically, culturally and socially caused distance in placing the black population and their experiences in the processes inclusive in society.

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