Saberes e fazeres de docentes em educação antirracista no ciclo de alfabetização em uma escola municipal em Floriano – Piauí

Abstract

The dissertation entitled “Knowledge and Practices of Teachers in Anti-Racist Education in the Literacy Cycle at a Municipal School in Floriano, Piauí” aimed to investigate Anti-Racist Education in the Literacy Cycle. The research is part of the Master's Degree in Education of the Graduate Program in Education and Educational Practices (PPGEPE), in the Research Area of Pluriculturality, Interculturality, and Interdisciplinary Educational Practices. The research question that guided the study was: What knowledge guides teaching practices in Anti-Racist Education in the Literacy Cycle? This study is justified by the fact that, although more than twenty years have passed since the approval of Law 10.639 (Brazil, 2003), the implementation of Anti-Racist Education at this stage of Basic Education is still progressing slowly. With regard to theoretical and methodological aspects, the research is based on the concepts of Anti-Racist Education, anchored in researchers who engage with the theme, such as: Carneiro (2011), Carvalho (2016), Dourado (2019), Freire (1987; 1996; 2002), Gomes (2017), Nascimento (2021), Ribeiro (2019), in addition to some legislation, including Brazil (1988; 2004a; 2004b), Brazil (2008; 2012; 2016; 2023), among others. The research fits into the qualitative approach of the (Auto)biographical type in Education, with autobiographical narrative interviews based on Passeggi (2011, 2013, 2016, 2017) and (Warschauer, 2002). The research subjects were teachers from the Literacy Cycle of a Municipal Public School in the urban area of Floriano, Piauí. The narratives generated in Conversation Circles were recorded, later transcribed, categorized, and analyzed by Content Analysis in Bardin (2015). As a result of the research, we found the need to include Anti-Racist Education in teacher training, with the aim of supporting teachers in creating pedagogical practices that promote racial equality, value African heritage in Brazil, and recognize diversity. This approach contributes both to compliance with legislation and to the integral development of all children. At the end of the study, we developed an Educational Product, a Didactic Sequence that integrates different textual genres to explore the themes of Africa, Afro-Brazilian culture, and the history of Black people in the formation of the country so that this material will be made available digitally to teachers and students of the municipal public school system of Floriano - Piauí.