Currículo escolar e as religiões de matriz africana : desafios para a educação básica em Mato Grosso

Abstract

ABSTRACT: This thesis is based on an epistemological perspective based on the understanding of religions of African origin, permeated by the dialogue with the curricular guidance document that governs Basic Education in the state of Mato Grosso. It is also understood that religions of African origin are constituent elements of the knowledge transmitted and produced, mediated by the school curriculum, and that they are relevant for an education that considers ethnic-racial relations. The problem in this context focuses on the analysis of the Curricular Reference Document for the state of Mato Grosso (DRC-MT) by presenting the discussion in conjunction with the National Common Curricular Base (BNCC) and inserting regional diversity and local contexts as a public educational policy that guides the school curriculum of Basic Education in the state education network, thus bringing to light religions of African origin. Therefore, the aim is to answer the following question: How are public educational policies in the state of Mato Grosso elucidated when organizing curricular guidance based on themes of beliefs and religious manifestations of African origin? The academic, social and scientific relevance of this research brings with it the expansion of socio-historical knowledge produced in the scope of ethnic-racial relations and education, with a focus on religions of African origin contained in the Curricular Reference Document for the state of Mato Grosso. The research also has as its core the determination of whether religions of African origin, when considered in the school curriculum, contemplate or not the cultural dynamism of the national identity based on the complexities of racial relations existing in Brazilian society. The specific objectives are: to explore the relevance attributed to religions of African origin in the school curriculum of Basic Education in Mato Grosso, especially in the context in which the education of ethnic-racial relations is established and emergent, particularly with regard to religious intolerance and racism; to analyze the guiding documents that guide the curriculum of schools in the state education network of Mato Grosso, verifying whether or not they incorporate themes related to beliefs and religious manifestations of African origin; and understand how public educational policies in Mato Grosso promote respect for religious diversity expressed in their guiding curricular documents. The bibliographic nature of the research allowed the appropriation of theoretical references, such as Costa (2006, 2007, 2010, 2011, 2012), Malinowski (2009), Prandi (2021), Rodrigues (2013), Creswell (2014), Farias (2018), Rufino (2019) and Santos (2015, 2019). The documentary research methodology was applied for this investigation process, considering the in-depth exploration of the sources (Lakatos, 2003). It is expected that the results obtained in this work will contribute to the expansion of the understanding of a school curriculum that values the most diverse cultural manifestations and how they can guide pedagogical practices that also take into account religions of African origin as a source of knowledge and culture historically accumulated by Brazilian society. This will help make schools more egalitarian and less exclusive spaces, promoting education that is not tied to Euro normative standards as the only and exclusive possibility for the construction of knowledge.

AKOSO: Iwe-ẹkọ iwe-ẹkọ yii da lori iwoye ti o ni imọran ti o da lori oye ti awọn ẹsin ti orisun Afirika, eyiti o jẹ nipasẹ ijiroro pẹlu iwe itọsọna iwe-ẹkọ ti o ṣe akoso Ẹkọ Ipilẹ ni ipinlẹ Mato Grosso. O tun loye pe awọn ẹsin ti orisun Afirika jẹ awọn eroja ti imọ ti a gbejade ati ti a ṣejade, ti o jẹ alarina nipasẹ eto-ẹkọ ile-iwe, ati pe wọn ṣe pataki fun ẹkọ ti o ṣe akiyesi awọn ibatan ẹya-ara. Iṣoro ti o wa ninu ipo yii fojusi lori itupalẹ ti Iwe-itọka Itọkasi Iwe-ẹkọ fun ipinle ti Mato Grosso (DRC-MT) nipa fifihan ifọrọwọrọ ni apapo pẹlu National Curricular Base (BNCC) ati fifi sii awọn iyatọ agbegbe ati awọn agbegbe agbegbe gẹgẹbi ẹkọ ti gbogbo eniyan. eto imulo ti o ṣe itọsọna iwe-ẹkọ ile-iwe Ipilẹ Ipilẹ ni nẹtiwọọki eto ẹkọ ipinlẹ, nitorinaa mu awọn ẹsin ti o da lori Afirika wa si iwaju. Nitorinaa, a wa lati dahun ibeere wọnyi: Bawo ni awọn eto imulo etoẹkọ ti gbogbo eniyan ni ipinlẹ Mato Grosso ṣe alaye nigba ti o ṣeto itọsọna iwe-ẹkọ ti o da lori awọn akori ti awọn igbagbọ ati awọn ifihan ẹsin ti orisun Afirika? Ibaraẹnisọrọ ti ẹkọ, awujọ ati imọ-jinlẹ ti iwadii yii mu pẹlu rẹ imugboroosi ti imọ-jinlẹ ti itan-akọọlẹ ti a ṣejade laarin ipari ti awọn ibatan ẹya-ẹya ati eto-ẹkọ, ni idojukọ lori awọn ẹsin ti ipilẹṣẹ Afirika ti o wa ninu Iwe Itọkasi Curricular fun ipo Mato Thick. Iwadi na tun ṣe ifọkansi lati pinnu boya tabi kii ṣe awọn ẹsin ti Oti Afirika, nigbati a ba gbero ni iwe-ẹkọ ile-iwe, ṣe akiyesi ipadasi aṣa ti idanimọ orilẹ-ede ti o da lori awọn idiju ti awọn ibatan ẹya ti o wa ni awujọ Brazil. Gẹgẹbi awọn ibi - afẹde kan pato, o dabaa: lati ṣawari iwulo ti a da si awọn ẹsin ti orisun Afirika ni iwe-ẹkọ ileiwe ti Ẹkọ Ipilẹ ni Mato Grosso, ni pataki ni agbegbe ti eto-ẹkọ ti awọn ibatan-ẹya-ara ti iṣeto ati ti o farahan, ni pataki ni ibatan. lati tọka si ailagbara ẹsin ati ẹlẹyamẹya; ṣe itupalẹ awọn iwe aṣẹ itọsọna ti o ṣe itọsọna awọn iwe-ẹkọ ti awọn ile-iwe ni nẹtiwọọki eto ẹkọ ipinlẹ ti Mato Grosso, ṣayẹwo boya tabi wọn ko ṣafikun awọn akori ti o ni ibatan si awọn igbagbọ ẹsin ati awọn ifihan ti orisun Afirika; ati loye bii awọn eto imulo eto-ẹkọ ti gbogbo eniyan ni Mato Grosso ṣe igbelaruge ibowo fun oniruuru ẹsin ti o farahan ninu awọn iwe-kikọ itọsọna rẹ. Iseda bibliographic ti iwadii gba laaye isunmọ awọn itọkasi imọran, gẹgẹbi Costa (2006, 2007, 2010, 2011, 2012), Malinowski (2009), Prandi (2021), Rodrigues (2013), Creswell (2014), Farias (2018), Rufino (2019) ati Santos (2015, 2019). Ilana iwadi iwe-ipamọ ni a lo si ilana iwadi yii, ni imọran awọn iṣawari ti o jinlẹ ti awọn orisun (Lakatos, 2003). O nireti pe awọn abajade ti o gba ninu iṣẹ yii yoo ṣe alabapin si faagun oye ti eto-ẹkọ ile-iwe kan ti o ni idiyele awọn ifihan aṣa ti o yatọ julọ ati bii wọn ṣe le ja si awọn iṣe ẹkọ ẹkọ ti o tun ṣe akiyesi awọn ẹsin ti o da lori Afirika bi orisun orisun. imo ati asa itan akojo nipa Brazil awujo. Eyi yoo ṣe alabapin si ṣiṣe ileiwe ni dọgbadọgba diẹ sii, aaye iyasọtọ ti ko kere si, ati ọkan ti o ṣe agbega eto-ẹkọ ti ge asopọ lati awọn ipele iwuwasi Euro gẹgẹbi iyasọtọ ati iyasọtọ fun iṣelọpọ imọ.