01. Universidade Federal Rural de Pernambuco - UFRPE (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/1
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5 resultados
Resultados da Pesquisa
Item (Re)criando narrativas para o reconhecimento das ancestralidades indígenas e afro-brasileiras: ação pedagógica nos anos iniciais do ensino fundamental(2023-09-14) Silva, Niccole Jordan Freitas; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739; http://lattes.cnpq.br/9881259505959072This present work presents a study focused on Indigenous and Afro-Brazilian ancestries, seeking to investigate the impact of an educational practice that proposes the (re)creation of historical, literary, and artistic narratives for the recognition and valorization of these ancestries in the Brazilian context. The construction of this work aimed at the implementation of real approaches in a 1st-grade elementary school class, presenting narratives about indigenous and Afro-Brazilian peoples in a prominent and protagonistic position in history, based on positive representations and the study of their contributions to the culture, science, and social practices of our country. Through a theoretical immersion, different references related to ethnic-racial relations are presented, highlighting acts of resistance and the increase in scientific productions in this regard. There is a deepening of the study of educational policies in Brazil related to the ethnic-racial agenda, from the 1988 Constitution to the latest update of the BNCC (Brazilian National Common Curriculum). Furthermore, there is an emphasis on the importance of adopting an anti-racist teaching perspective, committed to the civic and political education of students, valuing human and cultural diversity. The text addresses the intersections and historical connections between peoples of different origins with very ancient cultural roots, such as the Tupi and Yoruba, emphasizing the importance of the (re)creation proposal as a strategy for the active and creative involvement of students. Through action research and using instruments such as participant observation and questionnaires, it was possible to investigate the teacher's practices and the involvement of students in the proposed activities. The assessment of the research and planned pedagogical action's impacts was inspired by Content Analysis. A didactic, historical, and temporal cut was made, using different educational resources to illustrate the first contacts between peoples of different origins who are part of our history, aiming to build the knowledge that indigenous and Afro-Brazilian ancestries have roots predating the formation of Brazil. The research allowed the exercise of a constitutional right supported by law, contributing to the understanding of ethnic diversity in the Brazilian context. With a playful and interdisciplinary approach, activities were carried out that were contextualized to the class's reality, putting into practice genuinely inclusive education committed to the anti-racist struggle and the valorization of human diversity. The research results indicate the implementation of a sensitive approach to different aspects of indigenous and Afro-Brazilian ancestries, with student productions that include painting, collage, writing, toys, imaginative play, exploration of musicality, and the development of a temporal and geographical sense. These activities allowed highlighting the changes resulting from the process of narrative (re)creation carried out at different moments. Additionally, there is a focus on students' statements related to the proposed idea and on the practices of a teacher committed to a humanizing education. This contributes to the research field with concrete data and experiences that can be used to improve teaching and learning experiences related to ethnic-racial relations.Item “Nada foi em vão”: uma análise sobre as obras de literatura infantis da atualidade como ferramenta de combate ao racismo em sala de aula(2023-09-14) Brito, Amanda Cristina Borges de; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739; http://lattes.cnpq.br/0676058058105472After reflecting on the books that are commonly used in school spaces related to ethnic-racial issues, the question came to me that works are not currently produced so that they are always addressed or if there is no real concern in seeking and updating works current to be worked in schools. With this, a bibliographical research was carried out and three books of national children's literature were selected – ''Amoras'' by Emicida, ''O Pequeno Príncipe Preto'' by Rodrigo França and ''Com qual penteado eu vou?'' by Kiusam de Oliveira – with the objective of being analyzed in search of characteristics that confirm the existence of current production with a focus on working on racial and ethnic issues, observing in these works the themes worked in the books and their importance in combating racism in the classroom, analyzing the construction of black identities of the main and secondary characters of the books. Through this work, it was possible to visualize in the studied books, aspects that contribute to the identity and cultural formation of children, through the phenotypic characteristics of the characters as well as culture, religiosity, among others. In this way, it is clear that there are a large and diverse productions made today involving racial ethnic themes and the question remains as to why it is still so rare to find this variety in school spaces.Item Festas de negro no Recife oitocentista: o caso dos maracatus (1850-1888)(2021-03-04) Lima, José Fagner da Silva; Silva, Wellington Barbosa da; http://lattes.cnpq.br/1213688229016782; http://lattes.cnpq.br/0303045000828241This article seeks discuss black people's party in Recife during the 19th century, evincing Maracaru - known as 'Maracatu de Baque Virado' or 'nação', more precisely between 1850 and 1888. Through newspapers at that time we analyzed the presence of this Afro-Brazilian cultural manifestation in Recife city, bringing an approach that highlights the opinions expressed in the newspapers' headlines and how it related to the public control above blacks' parties. Also addressing various conceptions that existed about maracatu, being an hourly religious party in other profane ones. Or a mere gathering of black people drumming.Item “Becos da resistência”: uma análise historiográfica sobre Conceição Evaristo e Kmila CDD(2019-12-17) Paraiso, Diana Bárbara do Nascimento; Dantas, Mariana Albuquerque; http://lattes.cnpq.br/5957556943043849This work has the objective to do a comparative analysis between Conceição Evaristo’s book “becos da memória” and the Kmilla CDD’s EP “Preta Cabulosa”, black women, presenting in lyricism strongly representing discourses of afro-Brazilian memory, from the oral and musical rescue. Both born in the peripheral of large urban centers, Belo Horizonte e Rio de Janeiro, carry in their experiences and, consequently, in their musical production, collective memory. Moreover, It is intended to point out the absence of the use of rap lyrics and songs in the teaching of history in schools. Thus, it is sought as the theories that encompass cultural history in Brazil, highly widespread from the 1980s, to aggregate the subjectivities, new approaches and new objects, expanding the History writing of Water Benjamin, E.P. Thompson, Margareth Rago and others, influenced the historiographic rescue of these authors who use different languages, the literature and rap music, respectively, contributing to the protagonization of memories generall silenced in national history, both at the university and in other formal and non-formal spaces of education.Item Herança cultural nordestina: o Folguedo do Cavalo Marinho como uma possibilidade para aplicação da Lei nº 10.639/03 na Educação Física(2022-10-10) Alves, Ivison Luiz da Silva; Duarte, Rebeca Oliveira; http://lattes.cnpq.br/2892457731367709; http://lattes.cnpq.br/0686571896655963The “Cavalo Marinho” is a common merriment in the northern region of Pernambuco and southtern region in the state of Paraíba and is characterized by its extravagance in the presentations, portraying the rural daily life of sugar cane workers. Their performances take place during the Christmas cycle, having both religious and profane elements. It is composed of more than 70 different characters, who have their own songs, mannerisms and identities. It is a cultural artifact that carries African and indigenous traits, dating back to the history of Brazil. We understand its propagation that as a cultural element is a way of complying with the regulations of Law 10.639/03, which provides guidelines on the teaching of Afro-Indian history and culture in Brazil. This work aims to open the debate on the effectiveness of law 10.639/03 in classrooms. For this, a bibliographic research was carried out on knowledge agglutinating sites, seeking to identify the frequency of publications with the theme addressed, and for this, the portals were used: “Revista Brasileira de Esporte Coletivo (UFPE)”, “Revista Brasileira de Educação Física (USP)”, “Revista Conexões (UNICAMP)” and the “CAPES Periodicals” Portal. From the results obtained, a table was built with the total sum of the articles found, which were distributed into three categories: "Cavalo Marinho", which is the object of study, "Afro-indigenous Culture" and "Fantastic Four", the data found of this sum were: 0 (zero) articles published with the theme "Sea Horse" in physical education, 88 (eighty-eight) articles with the theme of "Afro-indigenous Culture" and (930) nine hundred and thirty articles with the theme "Quartet Fantastic” in physical education. The data found show an existing discrepancy in the teaching of physical education in relation to the use of law 10.639/03, which is the result of the need to deepen the knowledge of our culture, since Brazil has most of the black or brown population, and teaching should be a reflection of who we are, of our cultural identity.