TEACHING HISTORY THROUGH THE EYES OF ETHNIC-RACIAL DIVERSITY: READINGS OF THE CONTINUOUS TRINING OF TEACHERS

Authors

  • Jean Mac Cole Tavares Santos
  • Patrícia Cristina de Aragão Araújo

DOI:

https://doi.org/10.17058/rea.v0i0.2998

Keywords:

Formação Continuada, Diversidade Étnico-Cultural, Inclusão, Ensino de História

Abstract

This text examines the theme african-Brazilian school from reflections on the continuing education and the teaching of history. Our goal is therefore to investigate the importance of including the teaching of this subject in the discussions around the african-Brazilian culture from the ethnic-cultural diversity that exists in school. This is a research and development here present the first impressions of study, support us in the theoretical framework of the work of Certeau, Cavallero, Lino Gomes, and Freire Cunha Júnior. As a methodological approach, we seek in ethnomethodology from the sign paradigm in the light of Coulon and Guinzburg, people and traces the evidence that the texts in the present. Preliminary results indicate that the discussion of diversity and dimensionality in the context of school, especially in the field of teaching of history, can be extended from the participation of educational and action / the teacher and thus contributing to the dialogue among differences and minimization of exclusion and greater articulation of knowledge of black culture.

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Author Biographies

Jean Mac Cole Tavares Santos

Doutora em Educação (UFPB - 2007). Professora Titular da Universidade Estadual da Paraíba (UEPB).

Patrícia Cristina de Aragão Araújo

Doutor em Educação (UFPB - 2007). Professor Adjunto III da Universidade do Estado do Rio Grande do Norte (UERN).

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Published

2013-04-26

How to Cite

Santos, J. M. C. T., & Araújo, P. C. de A. (2013). TEACHING HISTORY THROUGH THE EYES OF ETHNIC-RACIAL DIVERSITY: READINGS OF THE CONTINUOUS TRINING OF TEACHERS. Reflexão E Ação, 207-220. https://doi.org/10.17058/rea.v0i0.2998

Issue

2013: (nº Especial): Educação Indígena e Afro-descendente: políticas e práticas

Section

Artigos Temáticos

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