O ensino de História e diversidade étnico-racial na sala de aula na Escola Municipal Mário Pedro de Oliveira em Carmolândia/TO em 2021.

Abstract

This work is a dissertation presented to the Professional Master's Program in History Teaching by the Federal University of Norte do Tocantins, in the research line Historical Knowledge in the School Space. The research process was developed at the Municipal School Mário Pedro de Oliveira in the municipality of Carmolândia in the state of Tocantins. It is a quantitative and qualitative research process. We had as research subjects, a team of educators and a group of students from the 9th grade of Elementary School. Questionnaires were applied for data collection: 01 (one) closed questionnaire for students with 03 (three) blocks and 01 (one) semi-structured interview for educators with 02 (blocks), finally, categorical analysis was used as an interpretation tool of the data collected in the survey. Ethnic-racial diversity is a contemporary theme and extremely relevant for the school environment, as it is a cross-cutting theme, it should always be thought of in an interdisciplinary perspective, even though educational legislation advocates the obligation to work in the teaching of history. Thus, it is a theme that needs investigative actions and analyzes in terms of its existence in formal teaching spaces. The objective of this research process was to investigate the teaching of history, with the aim of verifying whether ethnic-racial diversity is worked on in the classroom and how it has contributed to the development of the teaching and learning process at the Municipal School Mário Pedro de Oliveira – TO. Ethnic-racial issues arise from the struggle and resistance of the various black movements, which struggle in search of respect, appreciation and social equality, as well as an inclusive education process. The theoretical foundation came from authors such as: Bittencourt (2008), Canto (2015), Fonseca (2004), Karnal (2007), Oliveira (2010), Rribeiro (2004), Schimidt (2009), Hartog (2006), Martins (1996), Candau (2008), Fanon (2008), Barros (2009), Cavalleiro (2001), Domingues (2007), Fernandes (2005), Freire (2011), Gadott (2020), Gomes (2008), Lacerda (2013), Lopes (2005) Bardin (2016), Boni (2013), Gil (1999), Zabala (1998), Buarque (2013), Trindade (2003). As a result of this investigative process, an interdisciplinary didactic sequence was developed in this teaching unit entitled “being different is normal”, which worked on issues related to ethnic-racial diversity. We highlight as the main result of this research process that although ethnic-racial diversity is a theme present in EMMPO, even so, it is necessary to re-dimension the work with this theme in this educational environment.