Livro didático de Língua Portuguesa e a Lei 10.639/2003: (ex)inclusão da temática negra no material do 6º ano do Ensino Fundamental
This research, entitled “Portuguese Language Textbook and Law 10.639/2003: (ex) inclusion of the black theme in the material of the 6th year of Elementary School” – aims to investigate the implementation of Law 10.639/2003 in two textbooks of Portuguese Language for the 6th year of Elementary School...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal do Oeste do Pará (UFOPA) |
| Repositorio: | Repositório Institucional da Universidade Federal do Oeste do Pará (UFOPA) |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufopa.edu.br:123456789/756 |
| Acceso en línea: | https://repositorio.ufopa.edu.br/jspui/handle/123456789/756 |
| Access Level: | acceso abierto |
| Palabra clave: | Livro didático língua portuguesa Lei 10.639/2003 temática negra CNPQ:: Lingüística, Letras e Artes Linguagens, Literatura e Educação Linguagens e Letramentos |
| Sumario: | This research, entitled “Portuguese Language Textbook and Law 10.639/2003: (ex) inclusion of the black theme in the material of the 6th year of Elementary School” – aims to investigate the implementation of Law 10.639/2003 in two textbooks of Portuguese Language for the 6th year of Elementary School distributed by the National Textbook Program (PNLD): To live together – Portuguese, by Ana Elisa de Arruda Penteado (2015) and Tecendo Linguagens, by Tania Amaral Oliveira and Lucy Aparecida Melo Araújo (2018 ). Based on authors who discuss racial issues in Brazilian education, such as Gomes (2005), Silva (2005; 2011), Munanga (2005), Amador de Deus (2008), Ribeiro (2013), among others, as well as in the anti-racist educational legislation, this is a bibliographical research that is centered on verifying whether, seventeen years after the institution of the law, the textbook has included or silenced the black theme in school. As this material is widely circulated both inside and outside the school space, books play a leading role in the formation of the individual and can serve as political instruments for the dissemination and/or deconstruction of stereotypes and racist discourses. In this sense, to assess the presence or absence of blacks in the materials, our analysis is directed towards two main aspects that structure the Portuguese language textbook: the texts, proposed activities and the authors. In addition to the work of analyzing the chosen material, it is also intended to present as a proposal for pedagogical intervention, from the books analyzed, a set of didactic strategies that favor Portuguese language teaching with a focus on promoting racial equality in the classroom and advance in the process of critical inclusion of the black theme in school. |
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