Banca de QUALIFICAÇÃO: ANDRESA DE MELO CINTRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ANDRESA DE MELO CINTRA
DATE: 16/04/2025
TIME: 14:30
LOCAL: Online
TITLE:

Ethnic-Racial Relations and Interdisciplinarity in Science Teaching: Paths for Continuing Teacher Training

KEY WORDS:

Interdisciplinarity; Law No. 10.639/03; Education for Ethnic-Racial Relations; Science Teaching.

 

PAGES: 93
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Studies indicate that teacher training often occurs in a fragmented manner, disconnected from the social and cultural realities of students (Libâneo, 2004; Ribeiro; Gaia, 2021). In this context, didactic strategies such as Interdisciplinary Didactic Workshops (IDW) emerge as a methodological approach capable of integrating theory and practice, enabling a more contextualized and meaningful approach. Thus, this dissertation aims to investigate the continuing education of Natural Science teachers, with an emphasis on Education for Ethnic-Racial Relations, through an intervention using IDW. This research is theoretically grounded in the principles of interdisciplinarity and the need for an education that promotes Education for Ethnic-Racial Relations, as established by Brazilian legislation in Law No. 10.639/03 and Law No. 11.645/08. Methodologically, the study adopts a qualitative approach, characterized as action research, in which teachers will actively participate in knowledge construction. The data collection process includes participant observation, field diary records, audio recordings of the intervention, and focus groups with the participating teachers. The study will be conducted in a public school in the city of Igarassu, Pernambuco, with an interdisciplinary group of approximately six teachers. The expected outcomes include evidence of collaboration among participants, interdisciplinarity, and the development of pedagogical practices aligned with the guidelines of education for ethnic-racial relations. However, challenges may arise, such as resistance to interdisciplinarity, the time required for reflection and implementation of the strategy, and the need for greater institutional support for the implementation of these workshops. Finally, it is expected that IDW can serve as an engaging pedagogical tool for the continuing education of teachers, through rigorous planning and the genuine involvement of school community actors. 

 

COMMITTEE MEMBERS:
Presidente - THIAGO ARAUJO DA SILVEIRA
Interna - MONICA LOPES FOLENA ARAUJO
Externo à Instituição - JOSÉ IVANILDO FELISBERTO DE CARVALHO - UFPE