Formação inicial de professores/as para o ensino médio : a educação para as relações étnico-raciais nos cursos de ciências e matemáticas da região norte.

Abstract

This thesis has as its theme Initial Teacher Training (ITE) and Secondary Education as an object of investigation and the place of Ethnic-Racial Relations Education - ERER in Pedagogical Projects for Science and Mathematics Courses at Federal Universities in the Northern Region of Brazil. The perspective that the initial training of these agents will substantiate the future teaching staff of Brazilian Basic Education makes it possible to argue that High School, as a mandatory level of education for Basic Education, is dissonant with Education for Ethnic-Racial Relations, as guided by the legal regulations. Are the Pedagogical Projects of the Degree Courses in Science and Mathematics in accordance with legal regulations – Law nº 10,639/2003, CNE/CP Opinion nº 3/2004 and CNE/CP Resolution nº 1/2004? Specifically, it is worth asking about the Initial Training of Teachers for High School based on Education for Ethnic-Racial Relations: how Postgraduate Studies have been discussing the Initial Training of Science and Mathematics Teachers based on Education for Relations Ethnic-Racial? What is the initial training of Science and Mathematics teachers at federal public universities in the North of the country, who will work in high school, for the Education of Ethnic-Racial Relations like? How do the Pedagogical Projects of Science and Mathematics courses at public Universities in the North of the country address the training of teachers to work in High School, based on the Education of Ethnic-Racial Relations? The general objective is to analyze the initial training of Science and Mathematics teachers at federal public universities in the North of the country, who will work in high school, for the Education of Ethnic-Racial Relations. The specific objectives are: to recognize how the Initial Training of Science and Mathematics Teachers based on Education for ERRE are being researched in postgraduate studies; Understand how the Pedagogical Projects of Science and Mathematics Courses at public Universities in the Northern Region of the country face the training of teachers to work in High School, based on the Education of Ethnic-Racial Relations; The theoretical contribution is linked to Pierre Bourdieu’s formulations, and the specialized literature crosses studies on Initial Teacher Training – Terezinha Rios, Bernadete Gatti, Antônio Nóvoa, Maria da Cunha; High School – Paolo Nosella, Acácia Kuenzer, Gaudêncio Frigotto, Marise Ramos, Education for Ethnic-Racial Relations – Wilma Coelho, Petronilha Silva and Nilma Gomes. Content analysis techniques by Laurence Bardin (2010) were the basis for the documents researched – legal regulations, summaries of dissertations and theses, pedagogical course projects. It is stated based on data collected in this research that the majority of Pedagogical Projects for the Science and Mathematics Course at federal universities in the North of the country are inconsistent with the need to carry out the Initial Training of Science and Mathematics Teachers for High School, as per the regulations. legal – Law No. 10,639/2003, CNE/CP Opinion No. 3/2004 and CNE/CP Resolution No. 1/2004, which represent normative frameworks for work with ERRE sphere. Therefore, it is intended that this thesis fulfills a social and academic function, being able to provide new perspectives and possibilities for understanding the mechanisms that move the field.