Estudo das práticas pedagógicas de professores egressos do Programa de Formação em Educação para Relações étnico-raciais - ERER no município de Altamira - PA

Abstract

This research is the result of the Interdisciplinary Master's in Education, Languages and Technologies , State University of Goiás and aims to : reflect, research and analyze the effects of public policies of Affirmative Action for the training of teachers in the municipality of Altamira - PA from the pedagogical practices of the graduates of the Training Program for Racial-Ethnic Relations - ERER. This was due to my professional experience as a Teaching Practice and Supervised professor at the Federal University of Pará, and the knowledge that racial prejudice is an existing problem historically in Brazil, and can also be seen in Altamira - PA schools, city with a black population of 69,14 %. Thus, it was of interest to know about what the effects of continuing education in the municipality of Altamira in the pedagogical practice of teachers graduating ERER policy. In this sense, we selected as a methodology, qualitative research, the procedures of documentary research, interviews and participant observation, in Lüdke and Andrew (2012 ) bias. The main theoretical framework used for the analysis were: Gomes (2001, 2003, 2006 and 2010 ), Gonçalves and Silva (2007 ), Oliveira (2003, 2006, 2010 and 2012 ) and Rocha (2010 ) and Pine (2005, 2010, 2011 and 2013 ). The results obtained showed that the contents related to the issue of black ethnic-racial relations have been entered into the school curriculum, despite the complexity of teaching do. However, the actions most prominent proposals were working through learning projects in the holidays.