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Educação étnico-racial numa perspectiva de inovação pedagógica: uma análise da contribuição do Projeto Quilombo para as práticas pedagógicas vivenciads no Centro de Ensino Liceu Maranhense no Município de São Luís - Maranhão
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Abstract(s)
Este estudo analisa e descreve as práticas pedagógicas para a Educação das Relações Étnico Raciais que possibilitam a formação de indivíduos críticos e reflexivos dentro de uma sociedade plurirracial e multicultural como a sociedade brasileira. A pesquisa foi voltada para o Projeto “Quilombo”, efetivado pelos professores e alunos do Centro de Ensino Liceu Maranhense, analisando o seu desenvolvimento através da descrição etnográfica das práticas pedagógicas desenvolvidas objetivando identificar a existência de inovação pedagógica nas referidas práticas docentes, e da observação das mudanças de dentro para fora do ambiente escolar, no que se concerne à reflexão, criatividade ao sentido crítico e autocrítico, envolvendo novas formas de organização do espaço letivo e a assunção de novos comportamentos atitudinais e procedimentais dos professores e dos alunos. Fundamentou-se na abordagem qualitativa de cunho etnográfico através da observação participante, seguindo a metodologia etnográfica, de releitura e interpretação do tecido social da escola, lugar desta investigação, ancorada em observação, entrevistas e questionários semiestruturados, valorizando o contexto escolar, utilizando um referencial teórico pertinente ao tema e à linha de investigação. Ao proceder-se à triangulação dos dados recolhidos, identificou-se que na escola pesquisada existem práticas pedagógicas inovadoras que remetemos a uma educação para as Relações Étnico Raciais por parte de um contingente mínimo de professores e alunos, que apontam para um espaço escolar pluriétnico e multicultural, apesar de esses profissionais ainda não terem a medida exata das contribuições de tais práticas pedagógicas para a cultura escolar.
This research study analyzes and describes the pedagogical practices for the Education of Ethnic Race Relations that allow the formation of critical and reflective individuals within the multiracial and multicultural society like ours. The research is focused on the project "Quilombo" developed by teachers and students of education Maranhense Liceu Centre, to analyze its development through the ethnographic description of pedagogical practices surrendered for the development of the project aiming to identify the existence of pedagogical innovation in these teaching practices, through changes from within the school environment, which implies reflection, creativity, critical thinking and self-critical, involving new forms of organization of school space and the assumption of new attitudinal and procedural behavior of teachers and students. The research was based on qualitative approach ethnographic through participant observation, following the ethnographic methodology, re-reading and interpretation of the school's social fabric, place this research, anchored in observation, interviews and semi-structured questionnaires, valuing the school context, using a relevant theoretical background to the topic and the research line. Using triangulation of data collected identified that exist in the research school innovative teaching practices with a view to an education for Ethnic Relations Race by a minimum contingent of teachers and students, which point to a multiethnic and multicultural school environment despite these professionals have not have the exact measure of the contributions of such pedagogical practices to the school culture.
This research study analyzes and describes the pedagogical practices for the Education of Ethnic Race Relations that allow the formation of critical and reflective individuals within the multiracial and multicultural society like ours. The research is focused on the project "Quilombo" developed by teachers and students of education Maranhense Liceu Centre, to analyze its development through the ethnographic description of pedagogical practices surrendered for the development of the project aiming to identify the existence of pedagogical innovation in these teaching practices, through changes from within the school environment, which implies reflection, creativity, critical thinking and self-critical, involving new forms of organization of school space and the assumption of new attitudinal and procedural behavior of teachers and students. The research was based on qualitative approach ethnographic through participant observation, following the ethnographic methodology, re-reading and interpretation of the school's social fabric, place this research, anchored in observation, interviews and semi-structured questionnaires, valuing the school context, using a relevant theoretical background to the topic and the research line. Using triangulation of data collected identified that exist in the research school innovative teaching practices with a view to an education for Ethnic Relations Race by a minimum contingent of teachers and students, which point to a multiethnic and multicultural school environment despite these professionals have not have the exact measure of the contributions of such pedagogical practices to the school culture.
Description
Keywords
Práticas pedagógicas Étnico racial Inovação Etnografia Cultura escolar Teaching practice Racial ethnicity Innovation Ethnography School culture Brasil Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais