Banca de QUALIFICAÇÃO: WALBÊNIO ALVES CARNEIRO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : WALBÊNIO ALVES CARNEIRO
DATA : 18/10/2023
HORA: 09:00
LOCAL: Google Meet
TÍTULO:

Africanities Project: An Active Methoology as an Enhancer Mechanism in the Teaching of Ethnic-Racial Relations at State School rrofessora Maria Célia Pinheiro Falcão in Pereiro, CE.

PALAVRAS-CHAVES:

Africanity; Ethnic-racial; Teaching; Methodology

PÁGINAS: 54
GRANDE ÁREA: Ciências Humanas
ÁREA: História
RESUMO:

The present research is being conducted at the Profhistolia program at UERN in
Mossoró and sheds light on the complex relationship between teaching nd learning, ethnic-racial
relations, active methodologies, and teaching of history at E.E.E.P. Professora Maria Célia
Pinheiro Falcão, located on the outskirts ofPereiro, CE. Focused on the educational achievements
of Black people in Brazil and their intrinsic connection with Law No. 0,639/2003, the research
explores the practical relationship of'teaching of history around ethnic- acial relations and the use
of active methodologies such as "flipped classrooms and workshop cL ses" as driving forces for
the development of critical thinking of students about the subject a d the fight against racial
prejudice in schools. The study begins with an analysis ofthe educatioi iljourney ofBlack people
in Brazil post-abolition into the implementation of Law No. 10,6 9/2003, which makes it
mandatory to teach Afro-Brazilian histoiy and culture in public and pri ate schools, as well as the
challenges faced by teachers/historians in contemporary Brazil clas ooms. The research also
approach the relation between the teaching of history and the use o active methodologies as
enhancers of the teaching and learning process. The work proposes a )erspective to understand
how the mentioned law has been implemented in the classroom throug the Africanities project, a
project developed in the school in question using active methodoh gies. The objective is to
comprehend how Law No. 10,639/2003 is being implemented in the chool and how the use of
active methodologies can become true enhancers of the study of Ihis theme. This includes 

answering questions such as: in what ways do students and teachers erceive the relationship
between the teaching of ethnic-racial relations and the use of active m hodologies? What is the
perception of students about the Law No. 10,639/2003 and the Africanit s Project? What impacts
and contributions is the Africanities project bringing to the school from f e perspective ofteachers
and students? And, finally, how is the historical awareness of stud its and educators being
constructed through the debate about the teaching of history for ethi c-racial relations in the
school? The complexity of these questions points to challenges in iii [erstanding how various
pedagogical methodologies directly influence the teaching and learning j

ocess and, consequently,
the historical-social constructions around the topic of ethnic-racial rela 0ns in education. At the
sarne time, this complexity and inherent challenges offer a rich oj ortunity to explore the
multifaceted intersection between teaching of history, Afro-descen ant culture, and active
methodologies in the classroom. Therefore, this research not only sh s light on historical and
contemporary educational aspects of Brazilian society but also ntributes to a broader
understanding of how sensitive social and methodological themes inte wine and influence each
other in an ever-evolving academic dynamic.

MEMBROS DA BANCA:
Externo à Instituição - ISRAEL SOARES DE SOUSA
Presidente - 2460 - LEMUEL RODRIGUES DA SILVA
Interno - 5375 - MARCILIO LIMA FALCÃO