Educação para as relações étnico-raciais no município de Caxias - MA sob a perspectiva das leis 10.639/2003 e 11.645/2008
The racial and cultural discrimination is persevering in education systems, causing damages, pain and suffer-ing to the victims, leading them to evasion and scholar underachievement. This research aimed to investigate the application of the Laws 10.639/2003 and 11.645/2008 in the teaching of ethnic-...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Brasil |
| Institución: | Editora Autêntica |
| Repositorio: | Formação Docente (Associação Nacional de Pós-Graduação e Pesquisa em Educação) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.www.revformacaodocente.com.br:article/157 |
| Acceso en línea: | https://www.revformacaodocente.com.br/index.php/rbpfp/article/view/157 |
| Access Level: | acceso abierto |
| Palabra clave: | Diversidade étnico-racial Preconceito no ensino brasileiro Relações étnico-raciais Ethnic and racial diversity Prejudice in Brazilian education Ethnic-racial relations |
| Sumario: | The racial and cultural discrimination is persevering in education systems, causing damages, pain and suffer-ing to the victims, leading them to evasion and scholar underachievement. This research aimed to investigate the application of the Laws 10.639/2003 and 11.645/2008 in the teaching of ethnic-racial relations in the early years of Basic Education in public schools in the municipality of Caxias – MA. This is an observational field research with a quantitative approach, performed in three municipal public schools in the city of Caxias - MA, chosen randomly, including 28 teachers who taught in the early years of Basic Education. The sample of this study was composed of 28 teachers, 27 (96,4%) were women and 1 (3,6%) was man. In relation to teaching time, 22 (78,6%) teachers were teaching for over 15 years. About knowledge of Laws 10.639/2003 and 11.645/2008, 13 (46,4%) teachers knew them. About the practice of working african, african-brazilian and indigenous themes in the classroom, 15 (53,6%) teachers reported more than one way to work these issues. There was no statistically significant correlation between the knowledge of the Laws and the socio--occupational variables (age, sex and teaching time) (p>0,05). It was found that most teachers have knowledge of the Laws 10.639/2003 and 11.645/2008 and they seek numerous ways to work african-brazilian, african and indigenous thematic in the classroom, in addition, most schools perform cultural events as a way to dissolve the racial discrimination in education. This study did not found correlation between the knowledge of the laws and the socio-occupational factors. |
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