Motivação e educação para as relações étnico-raciais : paradigmas e desafios em uma escola de Cuiabá-MT

Abstract

This research was focused analysis of teacher motivation to undertake actions in favor of a anti-racist education in the context of public school, in order to understand the reasons why teachers undertake teaching practices for education for ethnic-racial relations and include in teaching projects content of History and Afro-Brazilian Culture and African. The obligation of African history content and contributions of african-Brazilian population in the Brazilian curriculum gave in 2003, after struggles and demands, however, its implementation happens gradually conforme o progress of curricular policies. For the study, realizamos discussões about public policy, especially regarding the implementation of law n.10.639 / 03. The approach used by the research was qualitative, and the data collection instruments were due to observation, analysis of educational documents, questionnaire, which aimed to raise the profile of school teachers, as well as interviews. The information analyzed indicate that the school has elements that indicate that their teachers develop practice in line with the requirements of Law no. 10.639 / 03 and its Guidelines, however, the evidence does not indicate in a single motivation that comes from the subjective or the external field and leading teachers to implement the Law n.10.639 / 03. There are indeed in the school context, a field of possibilities negotiated whichis and, from there, elected objectives and goals of a project to converge trabalho capaz collective interests and individuais promotores of actions that lead to motivated behavior for the education of ethnic-racial relations .