Formação Continuada e o Trabalho do/a docente de História a partir da Formação Oficina de Implementação da Lei 10.639/03

Abstract

The general objective of this research was to analyze the development of the work of history teachers based on the training Workshop for the implementation of Law 10.639/03 offered by CEFAPRO in 2015. For that, we defined as specific objectives to analyze the History teaching plan of the teachers who took the Workshop for the implementation of Law 10.639/03 offered by Cefapro; to analyze the didacticpedagogical process developed by the history teacher in relation to the theme of ethnic-racial relations; understand how continuing teacher education can contribute to the teaching of ethnic-racial relations. This is a qualitative research, combined with bibliographical and documentary research, which used a semi-structured interview applied to the teachers participating in the research as a data collection instrument. The method used to base the research was dialectical historical materialism, where knowledge is given in and through praxis, whose theoretical reflection has a function in action to transform. Through this method, it was possible to develop a critical understanding of the relationship between continuing teacher training and the teaching of education for ethnic-racial relations. Data analysis indicated that there is a concern among the professors interviewed to work on themes related to the perspective of Law 10,639/03. They also demonstrated the importance and need for investments in continuing teacher training, as well as the availability of teaching materials, that deal with the teaching of African and Afro-Brazilian history and culture - aspects advocated by Law 10.639/03. The research findings revealed that the challenges in teaching and teacher training related to the teaching of ethnic-racial relations need to be faced. In this way we conclude that continuing teacher education is a determining factor in the construction process of teaching for ethnic-racial relations. As a product of dissertation, we developed a didactic guide for teachers. The intention is that they can use it as a theoretical-methodological apparatus for teaching ethnic-racial relations.