Possibilidades da sala de aula expandida para a formação permanente em educação antirracista assegurada pela Lei de Diretrizes e Bases da Educação Nacional (LDBEN)
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Data
2022-09-30
Autores
Moraes, Paola Leutwiler Oliveira [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho traz um estudo sobre a aplicação das leis antirracistas que alteraram a Lei de Diretrizes e Bases da Educação Nacional (LDBEN, de 1996), a saber, as leis 10.639/2003 e 11.645/2008. Essas leis passaram a exigir que tanto os estabelecimentos públicos quanto os privados, de Ensino Fundamental e Médio, ministrem aulas que contemplem os estudos sobre a História e a Cultura afro-brasileira e indígena. Contudo, pesquisadores apontam que, com quase 20 anos da Lei 10.639, o Brasil tem vivido um grande retrocesso no campo educacional e, consequentemente, na efetivação dessas políticas públicas, haja vista os cortes na educação, o desrespeito às prioridades e às metas estabelecidas no Plano Nacional de Educação e a extinção da Secretaria de Educação Continuada, Alfabetização, Diversidade e Inclusão (Secadi), pasta do Ministério da Educação (MEC). Assim, o estudo busca observar como essas leis têm sido trabalhadas na cidade de Bauru, na sala de aula virtual, exigência imposta pela pandemia de Covid-19, que obrigou o fechamento das escolas em março de 2020. Para isso, realizou-se um estudo de caso em uma escola pública e em uma escola privada da cidade que apresentavam um prévio comprometimento com a aplicação das Leis antirracistas, utilizando-se dos recursos da etnografia cultural, de observação dos processos organizacionais da educação, das pessoas que são sujeitos nesses processos, das plataformas e tecnologias utilizadas para a construção desse processo educacional e dos protocolos das instituições com relação ao enfrentamento ao racismo institucional que ainda vigora no sistema educacional brasileiro, com coordenação, educadores e educandos do 3º ano do Ensino Médio, a fim de que se pudesse perscrutar se a virtualização do ensino e as ferramentas que o ambiente online fornece potencializaram a aplicação das referidas Leis. Diante disso, dada a falta de aderência às Leis em foco nas salas de aula contemporâneas, pretendeu-se observar a efetividade dessas políticas públicas na sala de aula expandida, observando a necessidade da inserção de tecnologias de inclusão com o fito de que se possa promover, de fato, uma educação para a diversidade.
This work presents a study of applying anti-racist laws brought about by the Law of Guidelines and Bases of the National Education (LDBEN, 1996), namely, Laws numbers 10,639/2003 and 11,645/2008. These laws determined that both public and private schools, of elementary and secondary education, teach classes which include studies of Afro-Brazilian and indigenous history and culture. However, researchers have point out that, during these almost 20 years of Law 10,639, Brazil has experienced a great setback in the educational field and, consequently, in the implementation of these public policies, given the fund drawback in education, the disrespect for the priorities and goals established in the National education Plan and the extinction of the Secretary for Continuing Education, Literacy, Diversity and Inclusion (SECADI), a former branch of the Ministry of Education (MEC). Thus, this study seeks to observe how these laws have been worked out in the city of Bauru, in virtual classrooms, a requirement imposed by the Covid-19 pandemic, which forced the closure of public and private schools in March, 2020. A case study was carried out in both a public school and in a private school in the city that had a previous commitment to the application of anti-racist laws, with coordination, educators and students of the 3rd year of high schools, in order to be able to scrutinize whether the virtualization of teaching and the tools that the online environment provides have amplified or potentiated the application of aforementioned Laws. We have made use of cultural ethnography, checking educational organization processes, people as subjects of such processes, as well as platforms and technologies used in order to build such educational processes and institutional protocols towards the attempt to wipe out the institutional racism still taking place in the Brazilian educational system. Therefore, due to the lack of adherence to the Laws in focus in contemporary classrooms, the observation of how effective these public policies were in the expanded classroom has been intended, as well as observing the need to insert inclusion technologies aimed at promoting, in fact, an education for diversity
This work presents a study of applying anti-racist laws brought about by the Law of Guidelines and Bases of the National Education (LDBEN, 1996), namely, Laws numbers 10,639/2003 and 11,645/2008. These laws determined that both public and private schools, of elementary and secondary education, teach classes which include studies of Afro-Brazilian and indigenous history and culture. However, researchers have point out that, during these almost 20 years of Law 10,639, Brazil has experienced a great setback in the educational field and, consequently, in the implementation of these public policies, given the fund drawback in education, the disrespect for the priorities and goals established in the National education Plan and the extinction of the Secretary for Continuing Education, Literacy, Diversity and Inclusion (SECADI), a former branch of the Ministry of Education (MEC). Thus, this study seeks to observe how these laws have been worked out in the city of Bauru, in virtual classrooms, a requirement imposed by the Covid-19 pandemic, which forced the closure of public and private schools in March, 2020. A case study was carried out in both a public school and in a private school in the city that had a previous commitment to the application of anti-racist laws, with coordination, educators and students of the 3rd year of high schools, in order to be able to scrutinize whether the virtualization of teaching and the tools that the online environment provides have amplified or potentiated the application of aforementioned Laws. We have made use of cultural ethnography, checking educational organization processes, people as subjects of such processes, as well as platforms and technologies used in order to build such educational processes and institutional protocols towards the attempt to wipe out the institutional racism still taking place in the Brazilian educational system. Therefore, due to the lack of adherence to the Laws in focus in contemporary classrooms, the observation of how effective these public policies were in the expanded classroom has been intended, as well as observing the need to insert inclusion technologies aimed at promoting, in fact, an education for diversity
Descrição
Palavras-chave
Leis antirracistas, Relações étnico-raciais, Educação para a diversidade, Ambiente educacional virtual, Sala de aula expandida, Anti-racist laws, Ethnic-racial relations, Education for diversity, Virtual educational environment, Expanded classroom