Navegando por Autor "PINHO, Vilma Aparecida de"

Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
O lápis “cor da pele”, quem tem? Descrevendo experiências em relações raciais com crianças na educação infantil
(Universidade Federal de Sergipe, 2017-12) PINHO, Vilma Aparecida de; PARENTE, Francilene de Aguiar; MEDEIROS, Oberdan da Silva; CARVALHO, Elen Mayara Bezerra de
This article is part of a research developed within the projects of GEABI - Group of Afro-Brazilian and Indigenous Studies it has as objective an intervention in the school routine to contribute to the construction and affirmation of the identity of the children inserted therein and to draw the attention of educational institutions for pedagogical practices that lead children to have knowledge of Afro-Brazilian and African culture. The research methodology was to use in an Early Childhood class the artistic languages as stories of black children in children's books as protagonists and heroes, as well as didactic materials such as modeling mass and crayons. The analyzes of the children's drawings and speeches indicate that the racial question worked through the teaching committed to the cultural diversity in the school routine contributes to the affirmation of the identity of the black children, it has also shown that the ethnic-racial valorization in the curriculum promotes a less racist society with possibilities of recognizing difference as diversity and human potentialities.
Acesso aberto (Open Access)
As leis nº. 10.639/03 e nº. 11.645/08: dos marcadores sociais da diferença à formação de professores indígenas e negros
(Universidade do Oeste Paulista, 2018-12) PINHO, Vilma Aparecida de; PARENTE, Francilene de Aguiar
This article approaches the training of teachers in the context of differentiated education in the Ethnodevelopment course of the Federal University of Pará (UFPA). Based on the Pedagogy of Alternation, the course under analysis is aimed at differentiated public such as indigenous people, quilombolas, black and traditional communities. The study discusses the importance of these subjects as social agents for the proposition of transformation in their collectivities and communities, in the different spaces they occupy and through which they circulate. The non-place of the indigenous, the black and the quilombola in basic education by our graduates demarcates the ideological force of an epistemology that obscures the understanding of ethnically differentiated subjects and diversity as a perspective and centralized place to think about social relations and life in society. Through the qualitative methodology, research focusing on life trajectories indicates that in teacher training, the perspective of education for diversity has been observed as a strategy for teachers and communities to exercise respect for the difference. In addition, these individuals have been represented as teachers, researchers, political articulators, among other functions and social roles.
Acesso aberto (Open Access)
Representações de universitários sobre culturas originárias: o desafio da descolonização do currículo
(Universidade Federal do Pará, 2019-12) MASCARENHA, Suely Aparecida do Nascimento; GARCIA, Fabiane Maia; PINHO, Vilma Aparecida de; BECERRIL, Luis Ernesto Solano
The human culture are millenial and it integrates the knowledge set and worldviews of human family. They integrate the identity of global citizens and its social subjectivity that impacts over the built of individual identity that guides th behavior in front of daily situations in both public and private lives. This article is part of a wide investigation supported by PROCAD/AMAZONIA, CAPES/UFAM/UFMT/UFPA (Protocol 8881.314288/2019-0), it aims to show representations of academic students from different countries (Brazil, México, Bolivia, Venezuela, Mozambique, Portugal, Spain, Dominican Republic and Colombia) about the appreciation of cultures from its territories. By international ethic procedure, participated n=881 academic students of both male and female gender. The instrument itself containing open and closed question was answered via internet with the support of invited researchers. The results shows perceptions of low valuation of original cultures from the academic students that impacts in discontentment between its members. Its concluded by the necessity of development of affirmative public policy to the inclusion of the study of original cultures in a effective way in general curriculum.