PRÁTICAS PEDAGÓGICAS E EDUCATIVAS DA COORDENAÇÃO PEDAGÓGICA DO ENSINO MÉDIO NO CONTEXTO DA EDUCAÇÃO PARA AS RELAÇÕES ÉTNICO-RACIAIS À LUZ DA LEI N.° 10.639/03

Abstract

This research addresses Pedagogical Coordination in the context of Ethnic-Racial Relations in light of Law No. 10.639/03. The study was conducted at the Estefânia Rosa da Silva Educa Mais Center, a school belonging to the Maranhão state education network, located in the municipality of São Luís. The investigation began with the following central question: What possible pedagogical actions could be planned and implemented by the Pedagogical Coordination at the Estefânia Rosa da Silva Educa Mais Center to combat racism among the Afro-Brazilian population? The general objective of the research was to investigate the possible pedagogical actions that could be planned and implemented by the Pedagogical Coordination at the Estefânia Rosa da Silva Educa Mais Center to combat racism among the Afro-Brazilian population. A case study was conducted from the perspective of Trivinõs (1995, p. 133), who defines it as "a research category whose object is a unit that is analyzed in depth." Thus. The unit analyzed was the Pedagogical Coordination in the context of Ethnic-Racial Relations in light of Law No. 10.639/03 at the Educa Mais Estefânia Rosa da Silva Teaching Center. The data collection instruments used were observation, interviews, and questionnaires. The main bibliographic sources used to write this work were: Almeida and Placo (2005); Gomes (2012); Law No. 10.639/03 (Brazil, 2003); Moura (2005); Pimenta (2011), and Santos (2012). The Dissertation is organized into seven sections: the first is the Introduction, in which we describe the theoretical and methodological configuration of the research; the second section describes the historical context and emergence of pedagogical coordination; the third section presents the responsibilities of pedagogical coordination in schools: challenges, knowledge, and practices; In the fourth section, we describe ethnic-racial relations in Brazilian education and within the school environment. In the fifth section, we discuss the relationship between Pedagogical Coordination and Education focused on ethnicracial relations. In the sixth section, we discuss pedagogical coordination at the Estefânia Rosa da Silva Educa Mais Center. This section is subdivided into three subsections: School Characterization; Research Methodology; Analysis and Discussion of Research Data; and Educational Product. The seventh section presents concluding remarks on the research. The research concluded that the school under study requires ongoing training focused on ERER, and that pedagogical coordination can help meet this need.