Portal de Periódicos da CAPES

A congada como conteúdo de ensino: narrativas de professores congadeiros

2020; Volume: 14; Issue: 30 Linguagem: Inglês

2237-0315

Juliana Pereira de Araújo, Daniane Moreira Manoel, Valéria Landa Alfaiate Carrijo,

Rural and Ethnic Education

O objetivo deste artigo e refletir sobre o cumprimento da Lei 10639/03 que institui a obrigatoriedade do ensino Historia e cultura Afro-brasileira e africana. Para isso a contribuicao de autores que discutem a questao etnico-racial e a educacao pelo prisma do curriculo e da formacao de professores foi acessada para analisar as narrativas (colhidas entre 2015 e 2017) de quatro (04) professores autodeclarados congadeiros. Vemos que mesmo entre e dificil ve-la como conteudo de ensino porque elas recebem pelas memorias a leitura da nao presenca ou desvalorizacao. Isso explica porque nao acreditam serem capazes inseri-las em suas salas de aula somente com o conhecimento de congadeiro e recorrem a academia para, atraves da pesquisa, obter para a Congada a legitimidade que para eles e oferecida por este espaco, considerado espaco de especialistas, peritos. Persiste a ausencia de formacao docente inicial e continuada o que e revelador de que as conquistas advindas da legislacao, ainda que tenham avancado no campo do curriculo, nao chegaram ao campo da formacao de professores. E pouco, considerando que, em 2019, essas legislacoes perdem forca diante do desmonte na educacao promovido pelo governo eleito por parte povo brasileiro. Abstract The purpose of this article is to reflect on the fulfillment of Law 10639/03 which establishes the obligation of teaching Afro-Brazilian and African history and culture. For this, the contribution of authors who discuss the ethnic-racial issue and education through the prism of curriculum and teacher training was accessed to analyze the narratives (collected between 2015 and 2017) of four (04) self-declared Congadeiros teachers. We see that even in between it is difficult to see it as teaching content because they receive the reading of non-presence or devaluation through their memories. This explains why they do not believe they are able to insert them in their classrooms only with the knowledge of congadeiro and they resort to the academy to, through research, obtain for Congada the legitimacy that is offered to them by this space, considered a space for specialists. , experts. The absence of initial and continuing teacher training persists, which is revealing that the achievements arising from legislation, even though they have advanced in the field of curriculum, have not reached the field of teacher training. It is little, considering that, in 2019, these laws lose strength due to the dismantling in education promoted by the elected government by the Brazilian people.