Banca de QUALIFICAÇÃO: LIGIA EMILIA PENALVA DE OLIVEIRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : LIGIA EMILIA PENALVA DE OLIVEIRA
DATE: 25/03/2024
TIME: 10:00
LOCAL: Universidade Federal do Sul da Bahia
TITLE:

RACIAL LITERACY AT SCHOOL: TEACHER TRAINING AND LEARNING FROM AN ANTI-RACIST PERSPECTIVE AT THE MILITARY POLICE COLLEGE ANÍSIO TEIXEIRA

KEY WORDS:

KEYWORDS: Curriculum. Anti-racist education. Teacher training. Critical Racial Literacy. Racism.

PAGES: 36
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Currículo
SPECIALTY: Teoria Geral de Planejamento e Desenvolvimento Curricular
SUMMARY:

ABSTRACT: This study focuses on ethnic-racial relations in the school environment of the Anísio Teixeira Military Police College – CPMAT in Teixeira de Freitas (BA), with emphasis on the need to identify racism, which often manifests itself in subtle ways, becoming becomes a natural part of the school routine. Given this, the research aims to centrally investigate planning strategies and pedagogical practices aimed at the anti-racist perspective in Education and in the school routine as a whole. As part of the justifications, it is recognized that the teaching of ethnic-racial relations should not just be a mandatory subject, but rather a crucial tool in the fight against racism and the construction of citizenship and the search for rights. Therefore, this research focuses on teacher training, especially on critical racial literacies, considering curricular issues and ensuring an inclusive and anti-racist approach at school. To this end, the study is inserted in the field of critical racial literacies (Ferreira, 2015; 2016; 2018; 2020), as well as in the relationships between curriculum and Afro-Brazilian History (Jorge, 2018; MEC, 2015; Oliveira, 2020; Schwarcz, 2012) and the anti-racist perspective of education (Ferreira, 2015; Oliveira, 2020) for the discussion on teacher training, given the need to review perspectives to decentralize the Eurocentric curriculum and incorporate a more diverse and inclusive approach. The importance of continued training for educators to promote debates about racial identities and to integrate racial literacy into everyday pedagogical planning is highlighted. Furthermore, gaps in the scientific literature on teacher training and ethnic-racial issues are explored, pointing to the need to expand studies in this area. Methodologically, the research is qualitative in nature, based on the narrative and formative perspective of the approach and analysis of data (Clandinin; Conelly, 2015). To this end, we take the autobiographical narratives of teachers and promote critical racial literacy actions (Ferreira, 2016; 2017; 2018) are taken as collection and analysis strategies. For training processes, it is assumed that critical racial literacy seeks to enable individuals to understand, analyze and critically interpret issues related to race, ethnicity and cultural diversity. As results, in general, the investigation aims to: a) contribute to filling gaps, through more inclusive and anti-racist training actions in Basic Education, through critical racial literacy and strengthening the representation and appreciation of Afro-Brazilian and indigenous cultures in the school curriculum. b) promoting racial awareness, identifying stereotypes, prejudices and racial injustices, and valuing diversity, contributing to a more inclusive and fair society; c) the creation of a final product of the master's degree outlined as training focused on anti-racist education, to be implemented in the Complementary Activities (AC) of CPMAT teachers as part of the weekly planning workload. With this, we think about the role of pedagogical coordination as a multiplier of on-site training processes. The course is expected to provide the implementation of racial literacy actions in the school planning space, reflections and discussions on ethnic-racial relations, the description and analysis of course plans and communications for the construction of scripts for the literacy training course racial.

COMMITTEE MEMBERS:
Presidente - ***.589.835-** - BOUGLEUX BOMJARDIM DA SILVA CARMO - UFSB
Interno - 1024980 - PAULO DE TASSIO BORGES DA SILVA
Externa ao Programa - 1803265 - LILIAN REICHERT COELHO - UFSBExterno à Instituição - GEAN PAULO GONÇALVES SANTANA - UNEB