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A aquisição de conhecimento necessário à construção de identidade étnico-racial através da leitura: uma contribuição possível
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| 4.75 MB | Adobe PDF |
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Abstract(s)
A proposta desta pesquisa surgiu ao conhecermos uma certa prática pedagógica que nos pareceu singular, a serviço da implantação e implementação de uma lei (Lei 11.645/08) que coloca a educação como condição primeira para erradicação do preconceito étnico-racial, promovendo construção de identidade etno-cultural de crianças e jovens com base no conhecimento de sua história, do multiculturalismo e da pluralidade étnica do povo brasileiro. Isto porque consideramos ser ainda muito comum, que o educando não se veja como protagonista do processo de ensino-aprendizagem, revelando também ausência de consciência de sua identidade, das razões e dificuldades da promoção de si mesmo e do reconhecimento de sua história para a construção da sua cidadania. Tomando como linha de pesquisa o estudo de caso etnográfico, nos propusemos a analisar a dinâmica e os dados obtidos de uma classe e do corpo administrativo da escola onde leciona o referido professor e aqueles fornecidos por ele que usa como estratégia de ensino-apendizagem e recurso motivador de uma unidade de estudo da disciplina História do Brasil, análise de letras de Sambas de Roda, manifestação cultural de raíz africana reconhecida como Patrimônio Imaterial do Brasil, usando o apoio de textos que abordam aspectos da história do povo baiano, objetivando trabalhar a (re)construção da identidade etno-cultural dos educandos. Esta estratégia tem possibilitado, também, a aproximação da história e da cultura de matriz africana, em vários dos seus aspectos, de outras áreas do conhecimento, propiciando desta forma uma aprendizagem contextualizada e significativa. De acordo com os resultados da pesquisa etnográfica que utilizamos como procedimento metodológico para tentar responder à questão: Seria esta uma prática pedagógica inovadora? Concluímos que tanto a estratégia quanto a dinâmica da classe, bem como os resultados do ensino-aprendizagem obtidos permitem que consideremos a prática do professor como uma prática pedagógica inovadora.
The proposal of this research appeared when practical certain knowing a pedagogical one that in them seemed singular, the service of the implantation and implementation of a law (Law 11,645/08) that it places the education as first condition for eradication of the ethnic-racial preconception, promoting construction of etno-cultural identity of children and young on the basis of the knowledge of its history, the varied cultures and the ethnic plurality of the Brazilian people. This because we still consider to be very common, that educating if does not see as protagonist of the teach-learning process, also disclosing absence of conscience of its identity, of the reasons and difficulties of the promotion of itself exactly and the recognition of its history for the construction of its citizenship. Taking as research line the study of ethnographic case, we considered in them to analyze the dynamics and the gotten data of a certain sample of students (classroom-sample) students of a group students and the administrative body of the school where teaches the related teacher and of proper those supplied by him it that it uses as strategy of I teach learning and motivator resource of a unit of study of disciplines History of Brazil, analysis of letters of Sambas of Wheel, cultural manifestation of recognized African root as Incorporeal Patrimony of Brazil, using the support of texts that they approach aspects of the history of the people Bahia, objectifying to work (reverse speed) the construction of the ethno cultural identity of students. This strategy has made possible, also, the approach of the history and the culture of African matrix, in several of its aspects, of other areas of the knowledge, propitiating in such a way a contextualized and significant learning. In accordance with the results of the ethnographic research as a methodological procedure that we use to try to answer the question: Would this be an innovative pedagogical practice? We conclude that both the strategy, as the dynamics of the class as well as the gotten results of the teach-learning allows that let us consider the practical of the practical teacher as the one pedagogical innovator.
The proposal of this research appeared when practical certain knowing a pedagogical one that in them seemed singular, the service of the implantation and implementation of a law (Law 11,645/08) that it places the education as first condition for eradication of the ethnic-racial preconception, promoting construction of etno-cultural identity of children and young on the basis of the knowledge of its history, the varied cultures and the ethnic plurality of the Brazilian people. This because we still consider to be very common, that educating if does not see as protagonist of the teach-learning process, also disclosing absence of conscience of its identity, of the reasons and difficulties of the promotion of itself exactly and the recognition of its history for the construction of its citizenship. Taking as research line the study of ethnographic case, we considered in them to analyze the dynamics and the gotten data of a certain sample of students (classroom-sample) students of a group students and the administrative body of the school where teaches the related teacher and of proper those supplied by him it that it uses as strategy of I teach learning and motivator resource of a unit of study of disciplines History of Brazil, analysis of letters of Sambas of Wheel, cultural manifestation of recognized African root as Incorporeal Patrimony of Brazil, using the support of texts that they approach aspects of the history of the people Bahia, objectifying to work (reverse speed) the construction of the ethno cultural identity of students. This strategy has made possible, also, the approach of the history and the culture of African matrix, in several of its aspects, of other areas of the knowledge, propitiating in such a way a contextualized and significant learning. In accordance with the results of the ethnographic research as a methodological procedure that we use to try to answer the question: Would this be an innovative pedagogical practice? We conclude that both the strategy, as the dynamics of the class as well as the gotten results of the teach-learning allows that let us consider the practical of the practical teacher as the one pedagogical innovator.
Description
Keywords
Prática pedagógica inovadora Aprendizagem significativa Construção de identidade Cultura popular Samba de roda Lei 11.645/08 Innovative pedagogical practice Meaningful learning Identity construction Popular culture Sambas of wheel Law 11.645/08 Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais