Formação de professores e a lei 10.639/03: um diálogo possível?

Abstract

This research topic grew out of my entry into public school as a teacher of the first segment, having just completed the course in pedagogy at the Federal Rural University of Rio de Janeiro. From there I began to realize the gap between academia and teaching practice, which comes into being from the moment in which the teacher carries out its functions in everyday school life (Tardif, 2014). Over time there is a gap theory as it is the daily practice that directs their work in the classroom. When I took my position at Seropédica Prefecture, was studying education for Étnico-raciais Relations in PENESB, which made me realize that despite the existence of Law 10.639 / 03 amending LDBEN - Law of Guidelines and Bases for National Education 9394/96 on Article 26, some teachers still do not have knowledge of it and others who know her say not knowing how implement it. According to my experiences lived in everyday school life, I realized how much this is traditionalist and prioritizing a particular culture, so there is a silencing that supports prejudice and disciminação interfering in the socialization of children in school (Chevalier, 2012). The invisibility of the Other and its culture is present in everyday school life. In view of this, we intend to find grants that lead to reflection on teacher training and the knowledge that they "mobilized" to work in the classroom. And in the specific case of this study, to investigate the formation of education professionals who have graduated in UFRRJ - Rural Federal University of Rio de Janeiro. The theme chosen to develop this work aims to contribute elements to the debate of the issues surrounding teacher training and the application of Law 10.639 / 03, taking as a starting point also my academic background.