Narrativas de professoras sobre diferenças culturais entre etnias brancos (as) e negros (as), no cotidiano escolar.

Abstract

I have a degree in pedagogy. I worked in the education area in several states of Brazil and abroad in Haiti for some years. Nowadays, I work as a Pedagogical Coordinator in the Private School of the Congregation of Sisters of Immaculate Heart of Maria in Cachoeira do Sul - RS. These experiences determined my search of a Master’s Degree in Education at UNISC in Santa Cruz do Sul - RS in the research line Education, Work and Emancipation. The aim of this study is to understand the knowledge which mobilizes teachers to fundament their pedagogical practices in relation to the cultural differences between the black and white ethnic groups; Understand the conceptions of teachers about cultural differences between blacks and whites; Analyze the teachers’ narratives about the cultural differences between blacks and whites. The subjects of the research are teachers of the Normal Course - Habilitation Teaching of a school in the countryside of Rio Grande do Sul. I have aimed to investigate: What knowledge mobilizes the teachers to justify their pedagogical practices in relation to the cultural differences between the ethnic groups black and white? What conceptions do the teachers have about the cultural differences between blacks and whites? How do they describe the practices they carry out? How do the teachers deal with the cultural differences between blacks and whites in the school environment? The articulatory thematic axes of the investigations which have oriented the study are the relation between the knowledge which mobilizes the pedagogical practices of teachers about the cultural differences between whites and blacks, trying to understand in their way of production the dimension of the formation and emancipation. The qualitative research ethnographic kind has been carried out though observations and six teachers and a pedagogical coordinator have been chosen to answer the interviews. Authors like Paulo Freire, Tardif and others have been used. The data analyzed favor the comprehension about the knowledge of the teachers, the production of the practices in relation to the values and challenges to be faced for the effectiveness of a libertarian education.