Banca de DEFESA: MARIA GABRIELA DE FIGUEIREDO FURTADO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MARIA GABRIELA DE FIGUEIREDO FURTADO
DATE: 02/02/2023
TIME: 08:00
LOCAL: Plataforma Google Meet: https://meet.google.com/dod-pgvz-gpe
TITLE:

Ethnic-racial relations in the teaching of mathematics: a study with final year teachers

KEY WORDS:

Mathematics Education; Ethnic-Racial Relations; Final Years Teachers; Anti-racist Education; Law 10.639/03.

PAGES: 130
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

Ethnic-racial relations are a complex issue that involves different aspects, among which are those linked to educational processes. In this sense, the school can become an important learning space based on reflections and actions that value cultural diversity, as well as providing the deconstruction of educational discourses and practices that silence or stereotype people of different ethnic and cultural origins. In Brazil, Law 10.639/03 determines the teaching of contents related to African and Afro-Brazilian History and Culture within the scope of the entire school curriculum, including the area of mathematics. This research study aimed to analyse with Basic Education teachers, possible articulations between the teaching of Mathematics and the Law 10.639/03 on ethnic-racial relations. This study had qualitative approach, which was developed with final years of Elementary School teachers who teach Mathematics in public schools in the estates of Pernambuco and Ceará. For data production, two methodological procedures were used: a semi-structured interview and a teacher education process, both carried out on the Google Meet platform, which allowed video and audio recording of research situations. Eleven teachers were interviewed, 4 of them working in schools in Pernambuco and the other teachers teaching in schools in Ceará. In the second stage, teacher education meetings were held with the participation of 8 teachers who had been interviewed. Teachers were divided into 2 groups according to availability of day and time to participate in the meetings. Each group was composed of 4 teachers. The components of group 1 were all from Ceará, while group 2 had a component from Pernambuco and 3 from Ceará. The analyses of the interviews give evidence that in initial and continued teacher education, most teachers did not have opportunities to deepen on Law 10.639/03, the education of ethnic-racial relations, nor about its possible associations with Mathematics teaching. Only three of them demonstrated specific knowledge about the Law 10.639/03, when they detailed aspects of its obligation. The other participants did not know about it or highlighted it briefly. Regarding the teacher education process, the teachers actively participated in the meetings, engaged, developing reflections on the themes. Group 1 showed interest in learning and knowing more about the themes covered in the meetings. While group 2 assumed a more active posture, expressing opinions and sharing relevant experiences in dialogue with the researcher. The research study created evidence about the need to develop teacher education situations that promote not only reflections, but also actions that relate mathematics education with ethnic-racial relations, especially in the face of racism. To overcome the challenges of an anti-racist mathematics education, new and diversified studies are needed that deepen the discussions and investigate the educational processes of teachers who teach mathematics, from the perspective of Law 10.639/03 and the education of ethnic-racial relations.

COMMITTEE MEMBERS:
Presidente - 6435441 - CARLOS EDUARDO FERREIRA MONTEIRO
Interno - 2891219 - JOSE IVANILDO FELISBERTO DE CARVALHO
Externo à Instituição - Reginaldo Ferreira Domingos - UFCA