O ensino de história e cultura afro-brasileira na EJA: estudo de caso em uma escola do Bairro da Paz – Salvador/BA
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Data
2024-10
Autores
Orientador
Herber, Jane
Banca
Silva, Jacqueline Silva da
Volkmer, Márcia Solange
ARAÚJO, JURANDIR DE ALMEIDA
Título do periódico
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Resumo
A Educação de Jovens e Adultos (EJA) é uma modalidade de ensino que em suas especificidades tem muito a nos revelar. O presente estudo objetiva analisar como ocorre o ensino de história e cultura afro-brasileira na Educação de Jovens e Adultos (EJA) numa escola da rede municipal de ensino de Salvador-BA. Para fazê-lo, houve utilização instrumentos técnicos para a produção de dados: a análise documental do Projeto Político Pedagógico (PPP) da escola e o documento orientador sobre os Indicadores de Aprendizagem (Saberes da EJA), currículo normativo prescrito da rede municipal de ensino, além de um questionário com questões abertas e fechadas, que contou com a participação de 18 professores que atuam na EJA da escola em questão. Por meio da análise de conteúdo, identificaram-se contribuições relevantes nos documentos no que se refere ao ensino de história e cultura afro-brasileira. Percebe-se que, embora tenham algumas contribuições no currículo normativo da rede municipal de ensino, esse legado afro-brasileiro se apresenta em alguns componentes curriculares e inexiste em outros. Os professores apontaram a necessidade de revisão das ações relacionadas ao legado afro-brasileiro desenvolvidas na escola, uma vez que elas se concentram no mês de novembro e refletem o planejamento realizado pela instituição escolar, dessa maneira há a existência de temáticas concebidas como sensíveis ao serem trabalhadas em sala de aula. Diante disso, revelou-se uma necessidade de maior engajamento e articulação entre os diversos sujeitos da EJA para que o ensino de história e cultura afro-brasileira seja revisitado e possa ganhar maior destaque na modalidade de ensino.
Youth and Adult Education (EJA) is a teaching modality that, in its specificities, has a lot to reveal to us. The present study aims to analyze how Afro-Brazilian history and culture is taught in Youth and Adult Education (EJA) in a municipal school in Salvador-BA. To do so, technical instruments were used to produce data: the documentary analysis of the school's Pedagogical Political Project (PPP) and the guiding document on Learning Indicators (EJA Knowledge), the prescribed normative curriculum of the municipal network. of teaching, in addition to a questionnaire with open and closed questions, which included the participation of 18 teachers who work in the EJA of the school in question. Through content analysis, relevant contributions were identified in the documents regarding the teaching of AfroBrazilian history and culture. It is clear that, although they have some contributions to the normative curriculum of the municipal education network, this Afro-Brazilian legacy is present in some curricular components and does not exist in others. The teachers revealed the need to review the actions related to the Afro-Brazilian legacy developed at the school, since they are concentrated in the month of November and reflect the planning carried out by the school institution, thus there is the existence of themes conceived as sensitive to being worked on in the classroom. In view of this, there was a need for greater engagement and articulation between the different subjects of EJA so that the teaching of Afro-Brazilian history and culture is revisited and can gain greater prominence in the teaching modality.
Youth and Adult Education (EJA) is a teaching modality that, in its specificities, has a lot to reveal to us. The present study aims to analyze how Afro-Brazilian history and culture is taught in Youth and Adult Education (EJA) in a municipal school in Salvador-BA. To do so, technical instruments were used to produce data: the documentary analysis of the school's Pedagogical Political Project (PPP) and the guiding document on Learning Indicators (EJA Knowledge), the prescribed normative curriculum of the municipal network. of teaching, in addition to a questionnaire with open and closed questions, which included the participation of 18 teachers who work in the EJA of the school in question. Through content analysis, relevant contributions were identified in the documents regarding the teaching of AfroBrazilian history and culture. It is clear that, although they have some contributions to the normative curriculum of the municipal education network, this Afro-Brazilian legacy is present in some curricular components and does not exist in others. The teachers revealed the need to review the actions related to the Afro-Brazilian legacy developed at the school, since they are concentrated in the month of November and reflect the planning carried out by the school institution, thus there is the existence of themes conceived as sensitive to being worked on in the classroom. In view of this, there was a need for greater engagement and articulation between the different subjects of EJA so that the teaching of Afro-Brazilian history and culture is revisited and can gain greater prominence in the teaching modality.
Descrição
Palavras-chave
Professores; Ensino de história e cultura afro-brasileira; Educação de Jovens e Adultos; Planejamento; Teachers; Teaching Afro-Brazilian History and Culture; Youth and Adult Education; Planning
Citação
MORAIS, ROSSIVAL SAMPAIO. O ENSINO DE HISTÓRIA E CULTURA AFRO-BRASILEIRA NA EJA: ESTUDO DE CASO EM UMA ESCOLA DO BAIRRO DA PAZ – SALVADOR-BA. 2024. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 09 ago. 2024. Disponível em: http://hdl.handle.net/10737/4574.