Banca de DEFESA: LUANA TORQUATO SIQUEIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUANA TORQUATO SIQUEIRA
DATE: 15/12/2023
TIME: 09:00
LOCAL: Auditório da Bibiloteca Central da UFRRJ
TITLE:

DANCES IN ELEMENTARY SCHOOL PHYSICAL EDUCATION CLASSES AND ETHNIC-RACIAL RELATIONS: challenges and possibilities

KEY WORDS:

Law 10,639/03. Racism. Early Years. Afro-Brazilian Culture.

PAGES: 198
BIG AREA: Ciências da Saúde
AREA: Educação Física
SUMMARY:

This study dialogued with African and Afro-Brazilian Histories and Cultures, understanding that school Physical Education has a role to play in the application of law 10.639/03, promoting it in its teaching content and contributing to anti-racist education. The research was carried out with 32 children from a 5th year elementary school class at a municipal school in Rio de Janeiro, after obtaining approval from the Ethics Committee for Research with Human Beings. Its objectives were to contribute to student training based on knowledge arising from Afro-Brazilian and African cultures through Dance; understand how academic literature has approached Dance and Education for Ethnic-Racial Relations in the field of school Physical Education; and analyze the relevance of teaching Afro-Brazilian and African dances as a way of valuing and recognizing identities. The study is organized into chapters and topics. We highlight, among the theoretical references used, Gomes (2002, 2005, 2011, 2012), Munanga (2003, 2004, 2005, 2010), Trindade (2005, 2006, 2008, 2010), Almeida (2021) and Cavalleiro (1998, 2001). Chapter I adopts the bibliographic method that presents a mapping of literature carried out on the Google Scholar platform and in the repository of dissertations of ProEF (2020-2023) and the State of the Art (Ferreira, 2002), which was produced after a survey carried out on the platforms electronics Scielo, Redalyc, ERIC and Periódicos Capes (2004-2022). In chapter II, we opted for a qualitative approach, presenting a didactic unit developed in eight pedagogical mediations, dialoguing with Existential Action Research (Barbier, 2002), describing and analyzing the contents (Bardin, 2011), the process of construction and application of a didactic unit on teaching Dance in a 5th year Elementary School class. This process was structured by collecting data from observations, field diary records, filming, photographs, imagery productions and children's narratives. The research allowed us to realize that there are gaps in scientific productions regarding the debate that relates Dance to Afro-Brazilian Culture in Physical Education classes. Although Physical Education is advancing in research and discussions on Education for Ethnic-Racial Relations (ERER), some themes are more recurrent than others and, in particular, Dances still appear as the least covered content in Physical Education classes. to discuss issues involving ERER. Working with Dance from the perspective of ERER brought students knowledge about the African continent, about the influences of African Culture on our vocabulary, on the household items we have in our homes, on our habits, customs and our cultural manifestations. It also contributed to discussions about racism, religious racism, diversity, black aesthetics and the positive construction of students' identities.

COMMITTEE MEMBERS:
Presidente - 1690441 - RODRIGO LEMA DEL RIO MARTINS
Interna - 2518421 - VALERIA NASCIMENTO LEBEIS PIRES
Externa à Instituição - JOANNA DE ÂNGELIS LIMA ROBERTO - SME
Externa à Instituição - JULIANA MARTINS CASSANI - UFRJ