Banca de QUALIFICAÇÃO: LEILANE TOLEDO COSTA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : LEILANE TOLEDO COSTA
DATE: 10/08/2023
TIME: 14:30
LOCAL: Sala de Atos - FE1
TITLE:

Black teacher identity and modeled curriculum: a case study in the education department of the federal district (2023-2024)

KEY WORDS:

Black Identity; Teaching; Modeled Curriculum; Case study; Federal District.

PAGES: 58
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The present research aims to understand if the black identity of the teacher influences the "curricular modeling" (SACRISTÁN, 2017). As an initial assumption, it appears that black identities are a factor that may or may not be preponderant in the phase of "curricular modeling" (SACRISTÁN, 2017) so that the pedagogical practice of the teacher follows an anti-racist perspective and contributes to the work with contents of Afro-Brazilian History and Culture, above all, as recommended by Law No. 10,639/2003. We will carry out a qualitative research, having as a method the single case study (YIN, 2015) in a school of Final Years of the city of Samambaia – DF, with teachers who declare themselves black. Our intention is to answer the following question: Does the black identity of the teacher influence the "curricular modeling" (SACRISTÁN, 2017)? To assist in the claim of our research object, the following theoretical axes will be articulated: I. Education for Black Ethnic-Racial Relations, supported by Cavalleiro (2001, 2021), Gomes (2017), Gonçalves e Silva (2009), Munanga (2009), Nascimento (2018), Carneiro (2019); II. Curriculum and Teaching for Black Race Relations, in the light of Apple (2006), Goodson (2018), Moreira e Silva (2013), Sacristán (2017), Silva T. (2000), Silva F. (2021), Young (2007); and III. Identidades Negras Docentes, landed in Carneiro (2015), Cavalleiro (2021), Gomes (2001), Munanga (2009) and Nóvoa (2017). As research procedures we will adopt: exploratory documentary analysis, questionnaire for all teachers of the school institution to identify which teachers recognize themselves as black and what are their perceptions about black ERER; semi-structured interview with teachers who recognize themselves as black and observations of these teachers to understand how their curricular planning is developed during press conferences and/or meetings. In this way, our research will seek to understand if the black identity of the teacher influences the selection of the cultural contents of the curriculum and analyze whether their practices in the "modeling of the curriculum" (SACRISTÁN, 2017) are focused on an antiracist education

COMMITTEE MEMBERS:
Interna - 3120022 - ETIENNE BALDEZ LOUZADA BARBOSA
Presidente - 3056419 - FRANCISCO THIAGO SILVA
Externo ao Programa - 1467761 - PAULO PETRONILIO CORREIA - nullExterna à Instituição - VIVIANE MACHADO CAMINHA - ESD