(Re)Significações da Lei 10.639/03 e das relações étnico-raciais em um processo de formação compartilhada docente

Abstract

The research problem of this study is: what relationships established with teaching knowledge enable professional development of teachers based on anti-racist pedagogical practices? The research was carried out through a Shared Training on the themes of ethnic-racial relations and law 10.639/03 and is justified by the need to build an anti-racist education, centered on the plurality and diversity of peoples and cultures that formed and form Brazilian society, to the detriment of hegemonic educational practices that insist on focusing only on Eurocentric history. Its main objective is to investigate the (re)significations of the relationships that teachers of the Final Years of Elementary Education establish with the teaching knowledge mobilized to teach ethnic-racial relations, in a process of shared training, which can contribute to the implementation of law 10.639/03. The research is qualitative and exploratory in nature and takes place in a State School located in a Municipality in the Metropolitan Region of Belo Horizonte/MG. The possible participating subjects will be teachers in the Final Years of Elementary School. As a strategy for obtaining data, during the training we recorded the oral narratives of the participants through video recordings, using voice and video recorders, in addition to field diaries and materials produced by the participants, such as activity plans and planning. For data analysis, we used the “Nuclei of Meaning” (Aguiar; Ozella, 2013) referenced historical-dialectical materialism and the “Activity Theory” (Leontiev, 2021).