Programa de Pós-Graduação em Ensino Tecnológico
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/28
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Resultados da Pesquisa
Item Processos formativos de professores e o ensino de história e cultura afro-brasileira no município de Parintins-AM(2022-02-28) Santos, Pedro José Seixas dos; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Silva, Julio Cláudio daThis dissertation approaches and studies the teachers' initial formation and the history teaching and Afro-Brazilian culture in the municipality of Parintins-Am. The research counted with a total of four history teachers that had formation in that teaching area. The teachers' choice was guided through the legal text of the Law 10.639/03 which regulates that, in all of the schools and in the higher education it is obligatory the Afro-Brazilian teaching. The objective is to analyze the contact experiences in the teachers' of the Basic Education of the municipality of Parintins initial formation in relation to the themes of the teaching of History and Afro-Brazilian Culture and History of Africa. The study part of the following problem: how did feel the contact of the teachers exits of the University of the State of Amazon and of the Federal University of Amazon with themes of the History of Brazil along the guidelines national curriculares for the education of the ethnic-racial relationships and for the teaching of History and Afro-Brazilian and African Culture? The procedures methodological employee in this study were based in the methodology of oral history, for being an interdisciplinary methodology that it makes possible the data collection through interview. This way, for the analyses of the interviews, we used the analysis of contents of Bardin through the categories that owed we list the experiences of the subjects: The racism; The teachers' formative process; the contact with the law 10. 639/03 and pedagogic strategies adopted in the history teaching and Afro-Brazilian culture in the school. The research is of fundamental importance, have seen that the racism against the black population has been practiced from the period colonial, same past so much time, in the current days there are people that suffer and they die due to attitudes racists. The research pointed that the teachers a little had contact with the black's history in Brazil, as well as the history of Africa. In the disciplines in the higher education the larger contact was with related themes the natives' history. As the teachers appeared, when they went to work those subjects in classroom came across with a theme totally new, according to the compulsory nature of the law 10. 639/03. The strategies that the teachers used to assist the law were to research on the theme in books, internet and magazines. The educational product results of the investigations with subject of the research and through yours you experience of work to assist the curricular guidelines. It is divided in pedagogic axes: The fight for recognition; planning of the activities; culmination; pedagogic clues. It has for objective to guide pedagogic activities that have for theme the history of the Afro-Brazilian culture.Item Formação de professores e práticas pedagógicas para o ensino de história em contexto pluriétnico no Alto Rio Negro(Instituto Federal do Amazonas, 2017-06-13) Silva, Letícia Alves da; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Vieira, Ana Lúcia; http://lattes.cnpq.br/1467122991039987The present dissertation entitled "Teacher training and pedagogical practices for the teaching of History in a multi-ethnic context in the High Rio Negro river region", is a contribution in the discussions about Pedagogical Practices directed to the History teaching focused in the ethnic, linguistic and culturally diversified indigenous populations. We will start from the different historical and pedagogical approaches related to the History teaching, with the purpose of thinking reflexively about the strategy and the meeting of the alterities. Simultaneously, we try to follow the paths of the construction of the idea of multiculturality and interculturality, that grounds the History teaching in the multi-ethnic context. We will try to demonstrate that multiculturalism and interculturality will be connected to the History teaching and overlapped in the pedagogical process, in order to make possible the pluriethnic understanding of the reality in the indigenous and non-indigenous schools. This objectifies the structuring of pedagogical practices in favor of school education that promotes relationship between the different cultures through the articulation of the indigenous and non-indigenous knowledge. Therefore, Amazonic region, strictly the High Rio Negro river region, presents complex relationships of different cultures, thus becoming fertile soil to think about the History teaching, in this intercultural context. We exemplify this quest Introducing the problem of absence of teacher training, to develop learning methods that unites the indigenous knowledge to the History contents, and that works this. The theme is contextualized with the ethnic, linguistic and sociocultural diversity of the indigenous students that annually join the Municipal, State and Federal education establishments of São Gabriel da Cachoeira City. We seek to reach the main objective developing a teacher‘s workshop which was attended by 33 indigenous teachers who work in Federal, State and Municipal basic education at the High Rio Negro river region. The workshop must develop new pedagogical practices inside a multi-ethnic context in the High Rio Negro river region. To the development of this workshop we chose the active-research method, because it possibilities the intervention in the History teaching praxis and its improvement. Involvement of researchers and respondents was essential for evaluate the problem in vogue, making it dialog with the reality and its interpretation. Thus, the effectuation of the workshop of the pedagogical practices for History teaching in a multi-ethnic context, allowed the articulation of the ethnic knowledge with the contents of the History curriculum of basic education, thus contributing to the improvement of the understanding, interpretation and contextualization of the environment of the indigenous student.