“Aqui na escola não mudou em nada nosso cotidiano, tudo é como antes”: um estudo sobre a prática pedagógica dos professores após a implantação da lei 10.639/2003 na escola do Campo do Patuá na Amazônia paraense

Abstract

This master dissertational study has as parameters work two fights fields with recent and constant curriculum changes in education: the field education and ethnic-racial relations education, from the implementation of the Law 10.639 / 03. For comprehensiveness and effectiveness purposes, this dissertative study aim to analyze how happen the pedagogical practices of teachers in the school routine after the implementation of the Law 10.639 / 03. From the observance in the school routine and dialogues with coordination, teachers, parents and students, to identify actions that to reveal or seek to ensure the involvement in the ethnic-racial issue at school, as the school located in the countryside has been dealing with the curricular changes through pedagogical practices of teachers in the community. Being the locus of research a school field located in agrovila the Pataua in the municipality of São João de Pirabas/PA, I seek a dialogue with the literature on the field education and ethnic-racial relations, with reflections on the curriculum changes within these parameters as well as what is prescribed in political texts. Methodologically it was decided to conduct a qualitative research, with contributions from elements of the critical and dialectical method that has its ontological and epistemological assumptions in the valuation of social subjects that constitute real sources of information capable of presenting the social educational movements, enabling an interpretation to some of the contributions and the complexity present in the given reality, where they perceive the materialization or not of the issues linked to ethnic-racial theme, allowing reveal the reality through of the data collected with semi-structured interviews and observations on the spot. I believe a study with such propositions have social relevance, because we can, in the end, suggest reflective paths as boosting strategies of ethnic-racial relations in the field education in Pará Amazon.