Identidade, tempo e espaço: formação do/a professor/a de jovens e adultos para a educação etnicorracial

Abstract

This Labor Course Completion presents discussion of etnicorracial education and permeates the categories identity, training, time and space, developed at the Elementary School and Middle Irineu Pinto, in the form of Youth and Adults (EJA). The study focuses on teacher training education of the EJA and allowed to understand as being the fulfillment of the law etnicorracial the school curriculum. This research is part of a qualitative methodological approach, as research participant. Theoretical/ technical procedures used were: bibliographical and documentary research; a questionnaire and dialogue with / the teacher / the. For both, our theoretical knowledge was anchored in different sources that allowed us to reflect on the historical contexts, current public policies and curriculum guidelines for anti-racist education. We use references: Brazil (1996, 2003, 2012); Bauman (2003); Carvalho (1987), Freire (1996); Gomes (2003); Hall (2011); Munanga (1999); among others. Identify relevant points as the application of Law 10.639 / 2003, which has implemented the requirement of etnicorraciais content through discussions in class, conversations, readings of literary works with the black theme, the production of critical texts, images, analysis of newspapers / magazines, videos and more. In this sense, (in) concluded that teachers of that school, mostly put those contents in a superficial way. What corroborates our hypothesis about the gap in the initial training, not to allow the requirement of specific disciplines. Some are more accountable such content, for seeking continuing education courses, and even Graduate, level of specialization and master to accomplish their pedagogical actions.