O Núcleo afro-brasileiro e indígena de Ilha Solteira e a formação inicial de professores de ciências e matemática
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Data
2021-05-26
Autores
Souza, Sandra Regina Alves de
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa é sobre o Núcleo Afro-Brasileiro e Indígena de Ilha Solteira (NABISA) e a formação inicial de professores de Ciências e Matemática, particularmente, objetivou investigar a importância do NABISA na formação inicial de professores. Tem por objetivo geral analisar o impacto provocado pelo NABISA na formação inicial de professores de Matemática e Ciências que não são citados nas Leis 10.639/03 e 11.645/08, mas se fazem presentes em outros documentos. Para tanto, este trabalho pesquisa as contribuições do NABISA no ensino de História e Culturas Afro-Brasileira e Indígena, tanto na formação profissional, quanto na identitária de seus membros e na compreensão do papel do NABISA e de outros grupos que desejam uma sociedade emancipatória e democrática. Quanto à metodologia, trata-se de uma pesquisa qualitativa, baseada em estudo de caso e, por meio de relatórios e entrevistas, busca compreender a importância do NABISA no processo formativo inicial. Corresponderam a entrevistas semiestruturadas e divididas em três eixos temáticos: a) formação profissional, b) identidade e c) trabalho entre grupos. As entrevistas partiram da indagação da importância do NABISA para a formação e seguiram de forma espontânea, revelando questões de identidade que marcaram diversas gerações, em que se imperou a exclusão e a “branquitude”. Os capítulos iniciais remetem à importância das Leis para a educação étnico-racial e à formação de grupos de estudos e núcleos que abordam a formação de professores. Alguns conceitos foram definidos e se encontram presentes ao longo da pesquisa. Contextualiza-se o NABISA e, por meio dos perfis dos entrevistados, analisou-se as entrevistas divididas em eixos temáticos, utilizando-se do referencial teórico que discute Educação Antirracista. Apesar das mudanças anunciadas pela Base Nacional Comum Curricular, BNCC, pouco se percebe em relação às questões raciais, por isso a necessidade de professores reflexivos e capazes de descolonizar o currículo, seja de matemática ou ciências da natureza, isto é, de todas as áreas, pois é necessário professores com formação para inserir objetos de conhecimento e habilidades que contemplem a temática. Considera-se, nas entrevistas, o olhar dos membros em relação ao NABISA e suas contribuições para a formação inicial, pois é essencial que haja professores qualificados para se trabalhar questões étnico-raciais e História e Cultura Afro-Brasileira e Indígena para suprir as ausências das culturas invisibilizadas no currículo. Considera-se que o NABISA supri a ausência ou incompletude da formação inicial acadêmica dessas áreas, proporciona reflexões identitárias e representa a resistência ao racismo e a todo tipo de preconceito, além de favorecer uma base sólida para a discussão em âmbito local e, por meio do uso da internet, expande as fronteiras e colabora com a formação de professores.
This research is about the Afro-Brazilian and Indigenous Center of Ilha Solteira (in portuguese, known as NABISA) and the initial formation of Science and Mathematics teachers, particularly, aimed to investigate the importance of NABISA in the initial formation of teachers. Its general objective is to analyze the impact of NABISA on the initial training of Mathematics and Science teachers that are not mentioned in Laws 10.639/03 and 11.645/08, but are present in other documents. Therefore, this work researches the contributions of NABISA in the teaching of Afro-Brazilian and Indigenous History and Cultures, both in professional training and in the identity of its members and in understanding the role of NABISA and other groups that desire an emancipatory and democratic. As for the methodology, it is a qualitative research, based on a case study and, through reports and interviews, it seeks to understand the importance of NABISA in the initial training process. They corresponded to semi-structured interviews and divided into three thematic axes: a) professional training, b) identity and c) work between groups. The interviews started from the question of the importance of NABISA for training and continued spontaneously, revealing identity issues that marked several generations, in which exclusion and “whiteness” prevailed. The initial chapters refer to the importance of Laws for ethnic-racial education and the formation of study groups and centers that address teacher education. Some concepts were defined and are present throughout the research. Despite the changes announced by the Common National Curricular Base (in portuguese, known as BNCC) , little is perceived in relation to racial issues, hence the need for reflective teachers capable of decolonizing the curriculum, whether in mathematics or natural sciences, that is, in all areas, as it is necessary teachers with training to insert objects of knowledge and skills that address the theme. In the interviews, the members' view of NABISA and its contributions to initial training is considered, as it is essential to have qualified teachers to work on ethnic-racial issues and Afro-Brazilian and Indigenous History and Culture to make up for the absences of cultures made invisible in the curriculum. It is considered that NABISA makes up for the absence or incompleteness of initial academic training in these areas, provides identity reflections and represents resistance to racism and all kinds of prejudice, in addition to providing a solid basis for discussion at the local level and through use of the internet, expands borders and collaborates with the training of teachers.
This research is about the Afro-Brazilian and Indigenous Center of Ilha Solteira (in portuguese, known as NABISA) and the initial formation of Science and Mathematics teachers, particularly, aimed to investigate the importance of NABISA in the initial formation of teachers. Its general objective is to analyze the impact of NABISA on the initial training of Mathematics and Science teachers that are not mentioned in Laws 10.639/03 and 11.645/08, but are present in other documents. Therefore, this work researches the contributions of NABISA in the teaching of Afro-Brazilian and Indigenous History and Cultures, both in professional training and in the identity of its members and in understanding the role of NABISA and other groups that desire an emancipatory and democratic. As for the methodology, it is a qualitative research, based on a case study and, through reports and interviews, it seeks to understand the importance of NABISA in the initial training process. They corresponded to semi-structured interviews and divided into three thematic axes: a) professional training, b) identity and c) work between groups. The interviews started from the question of the importance of NABISA for training and continued spontaneously, revealing identity issues that marked several generations, in which exclusion and “whiteness” prevailed. The initial chapters refer to the importance of Laws for ethnic-racial education and the formation of study groups and centers that address teacher education. Some concepts were defined and are present throughout the research. Despite the changes announced by the Common National Curricular Base (in portuguese, known as BNCC) , little is perceived in relation to racial issues, hence the need for reflective teachers capable of decolonizing the curriculum, whether in mathematics or natural sciences, that is, in all areas, as it is necessary teachers with training to insert objects of knowledge and skills that address the theme. In the interviews, the members' view of NABISA and its contributions to initial training is considered, as it is essential to have qualified teachers to work on ethnic-racial issues and Afro-Brazilian and Indigenous History and Culture to make up for the absences of cultures made invisible in the curriculum. It is considered that NABISA makes up for the absence or incompleteness of initial academic training in these areas, provides identity reflections and represents resistance to racism and all kinds of prejudice, in addition to providing a solid basis for discussion at the local level and through use of the internet, expands borders and collaborates with the training of teachers.
Descrição
Palavras-chave
Educação para as relações étnico-raciais, Resistência, Núcleos de estudos, Formação de professores, Education on ethnic-racial relations, Resistance, Study centers, Training of teachers