Verso e prosa no ensino de história: para ficar mais claro eu escureci
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Data
2018-02-28
Autores
Pereira, Nilva Aparecida Gonçalves
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho teve como objetivo a elaboração de um objeto de aprendizagem, por meio da realização de uma sequência didática que evidencie a relevância metodológica e filosófica de uma prática pedagógica que valorize uma manifestação cultural de matriz africana, a saber: o rap. O intuito é fomentar o diálogo entre conteúdos curriculares e as manifestações culturais na perspectiva das relações étnico-raciais positivas. Neste processo de investigação analisamos a aplicabilidade da Lei 10.639/03 junto ao Currículo Oficial da Rede Estadual Paulista, implementada por meio de uma série de documentos e materiais orientadores da prática pedagógica dos professores da educação básica. A pesquisa de caráter qualitativo foi desenvolvida, especialmente, junto à disciplina de história, com alunos e professores do 8º ano do ensino fundamental.
The objective of this work was the elaboration of an object of learning, through the accomplishment of a didactic sequence that evidences the methodological and philosophical relevance of a pedagogical practice that values a cultural manifestation of African matrix, namely: rap. The aim is to foster dialogue between curricular contents and cultural manifestations in the perspective of positive ethnic-racial relations. In this process of investigation we analyze the applicability of Law 10.639 / 03 next to the Official Curriculum of the State of São Paulo Network, implemented through a series of documents and materials guiding the pedagogical practice of teachers of basic education. Qualitative research was developed especially with the history discipline, with students and teachers from the 8th year of elementary school.
The objective of this work was the elaboration of an object of learning, through the accomplishment of a didactic sequence that evidences the methodological and philosophical relevance of a pedagogical practice that values a cultural manifestation of African matrix, namely: rap. The aim is to foster dialogue between curricular contents and cultural manifestations in the perspective of positive ethnic-racial relations. In this process of investigation we analyze the applicability of Law 10.639 / 03 next to the Official Curriculum of the State of São Paulo Network, implemented through a series of documents and materials guiding the pedagogical practice of teachers of basic education. Qualitative research was developed especially with the history discipline, with students and teachers from the 8th year of elementary school.
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Palavras-chave
Currículo escolar, Ações afirmativas, Rap e ensino, School curriculum, Affirmative actions, Rap and teaching