Formação de professores e a literatura infantil negra para a educação das relações étnico-raciais

Abstract

This critical-reflective report presents the intervention-research carried out at the Escola Municipal de Ensino Fundamental Incompleto Alcides Maia, a rural school located in the municipality of Rio Grande, on the road to Capão Seco. The research intended, since its diagnosis, to develop a continuing education with Education for ethnic-racial relations, bringing black children's literature as an ally in the process of building an affirmative black identity. The general objective of the research was to structure a teaching work about Education for ethnic-racial relations through black children's literature, promoting reflection and respect for racial awareness inside and outside the school context. Based on Law 10.639/03 and its provisions, the theoretical framework was constructed and concepts that addressed Education for Ethnic-Racial Relations (ERER), 20 Years of Affirmative Policies, Teacher Training Policies: (black)direction in continuing education, and black children's literature. Being black children's literature, as a positive representativeness in the construction of affirmative identities. A state of knowledge was also formulated that enriched and gave theoretical support to writing, qualifying the action based on the continuing education of teachers. The research had a qualitative approach, from the perspective of pedagogical intervention, it outlined paths that promoted direct involvement of the group with the researched theme, thus producing data for analysis of results. The period of diagnosis and research intervention was from 02/2021 to 02/2022, a pandemic context due to COVID-19. Through digital technologies, the distances could be reduced and provide online and face-to-face meetings and training, with the diagnosis in the full online format, with semi-structured interviews and the intervention in the hybrid format: online and face-to-face, based on conversation circles. In the interventions, based on conversation circles, carried out within the school calendar, all teachers participated, even if not all of them actually approached the approaches. For the evaluation of the data, 2 categories of discursive textual analysis were named: Continuing teacher training and ERER, and Racial awareness. Discomforting and reflecting on actions involving the racial issue are not, in fact, passive and neutral, they require noise and intentionality, in this intentionality that the interventions were developed.