História e cultura afro-brasileira e indígena na Escola Estadual Sinfrônio Fernandes

Abstract

This dissertation was produced within the context of the Education Evaluation and Management’s Professional Master’s Degree (PPGP) from the Public Policy and Education Evaluation in Universidade Federal de Juiz de Fora (CAEd/UFJF). The studied case analyzes the work done in relation to the african american and indigenous history in the Sinfrônio Fernandes school, in Caratinga, Minas Gerais. The general objective of this study is: analyze the curriculum development proposed by the LDB 9.394/96 with relation to mandatory teaching of Afro-Brazilian and Indigenous History and Culture, researching documents relating to the teaching of History, Portuguese Language and Arts, in the 7th and 8th years of Elementary School. The objectives of this study are: i) To describe how the teachers do the Teaching of History and Afrobrazilian and Indigenous Culture, from the textbooks ii) To analyse the problemsthat the teachers have in doing the Teaching of History and Afro-brazilian and indigenousCulture, as it is prescribed in the article 26-A of the LDB 9.394/96, which means, through all thecurricular components. iii) To propose a contingency plan to help the teachers do theTeaching of History and Afro-brazilian and Indigenous Culture. The methodology of this study is based on a qualitative perspective. The data used were school documents such asthe PPP from the school Sinfrônio Fernandes, 2022, the book of records of pedagogical reunions from 2019 to 2024, the teacher's plannings from 2019 to 2024, the Tutored Study Program - PETs from 2020 and 2021, the books from the school library Max de Figueiredo Portes and the books dedicated to art, portuguese language and history, of the National Textbook Program - PNLD from 2017, 2020 and 2024. This study’s methodologies are based on a qualitative perspective. The acquiring of data is made through the analysis of documents. The theoretical framework encompasses the analyzes by Macedo (2013), Oliveira (2019), and Munaga (2019) that analyze etnocentrism, the history of Africa, ancestry, identity and the african origins of today’s Brazil. Some works from Almeida e Roldão (2018) and Santos (2018) will also be mentioned, for they offer some useful reflections and propositions for the teaching of afro-brazilian and indigenous culture and history in schools. The contingency plan proposes interventions such as the revision of the curriculum andschool plannings, pedagogical reunions as a moment of continuous specialization about the Teaching of History and Afro-brazilian and Indigenous Culture, adequacy of the School Library collection and an interdisciplinary project covering all curricular components, from the 6th to the 9th years of Elementary School, for teaching Afro-Brazilian and Indigenous History and Culture throughout the school year.