As práticas docentes vinculadas à diversidade étnico-racial no Ensino Médio Integrado à formação técnica em Segurança do Trabalho

Abstract

The main objective of the master's research is to analyze teaching practices for ethnic-racial diversity in Integrated High School (EMI) to technical training in Occupational Safety, at the Federal Institute of Pernambuco (IFPE) Campus Caruaru. The purpose of this research was to answer the following guiding question: How are teaching practices on the topic of ethnic-racial diversity in EMI configured? The theoretical framework is based on several authors who speak about ethnic-racial diversity and teaching practice, in dialogue with omnilateral training and integrated curriculum, such as Paulo Freire and Nilma Lino Gomes. This is research with a qualitative approach that involved the following steps: State of the Art research; document analysis; the application of a questionnaire to all teachers of the Occupational Safety Technician course Integrated into High School at IFPE Campus Caruaru; and carrying out a narrative interview (EN) with teachers in the areas of knowledge of Languages and their Technologies and Applied Human and Social Sciences. EN followed the steps proposed by Jovchelovitch and Bauer (2008). Data analysis was carried out using the narrative analysis method, according to Schutze (1992).The bibliographic survey aimed to investigate the academic works published in the last three editions of the Congress of the National Association of Postgraduate Studies and Research in Education (Anped), in the years 2017, 2019 and 2021, published in Working Groups 09, “Education and Work ”, and 21, “Education and Ethnic-Racial Relations”. What stands out in the composition of these texts is the agreement with the proposal that a pedagogy be developed that provides anti-racist education. The analysis of documents, such as the Guidelines and Curricular Parameters, the National Common Curricular Base, in addition to institutional documents, such as the IFPE Pedagogical Political Project and the course, revealed several conceptual gaps regarding ethnic-racial diversity, and that the direction for anti-racist education must be well described in order to promote libertarian teaching practice. The analysis of the questionnaire and the EN with the teachers revealed a critical perception about ethnic-racial diversity, the recognition of the importance of approaching this topic in different educational scenarios and the discernment about the role and importance of the Center for Afro-Brazilian Studies and Indigenous people at IFPE. However, teaching practices for the education of ethnic-racial relations are specific, with actions that are still little publicized, in addition to teacher training and teaching resources that are still scarce. Given this dialogical relationship, the results support inclusive education and supported the development of an Educational Product (EP) entitled “Guide for a Didactic Approach to Ethnic-Racial Diversity”. This guide was designed from an interdisciplinary perspective to enable the expansion of the discussion about education for diversity in Professional Technological Education. The EP presents reasons for the inclusion of different ethnic groups at school. Suggestions for interdisciplinary didactic sequences are also available to approach the topic in everyday life at EMI. This guide is intended to contribute to overcoming exclusionary practices and to the promotion of pedagogical practices committed to anti-racist education in the Brazilian educational system