Tesis
Gestão pública e política curricular : a materialidade da educação das relações étnico-raciais na educação básica do estado de Mato Grosso
Fecha
2016-07-29Registro en:
RIBEIRO, Cândida Cespedes. Gestão pública e política curricular: a materialidade da educação das relações étnico-raciais na educação básica do estado de Mato Grosso. 2016. 186 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2016.
Autor
Costa, Candida Soares da
http://lattes.cnpq.br/4333588038026474
Costa, Candida Soares da
229.417.031-87
http://lattes.cnpq.br/4333588038026474
Oliveira, Ozerina Victor de
406.219.521-68
http://lattes.cnpq.br/1863707315885015
229.417.031-87
Cordeiro, Maria Jose de Jesus Alves
271.909.601-63
http://lattes.cnpq.br/6974467691324675
Institución
Resumen
The present study analyzes the institutional relationship of the State Department of
Education of Mato Grosso (Seduc-MT) with the process of construction and conduction of the
Curricular Policy of Ethnic-Racial Relations Education, as recommended by the National
Curricular Guidelines for Ethnic Relations Education -Racial and for the Teaching of Afro-
Brazilian and African History and Culture, arising from the changes brought by Law 10.639 /
2003 to the Law on Guidelines and Bases of National Education (LDB no 9.394 / 1996). From
the perspective of public managers in the State of Education of Mato Grosso (Management
2015-2018), aims to understand the process of materiality of this policy in the State Basic
Education. Specifically, it was sought to recover the debate present in state official texts and,
later, by conducting interviews with public administrators who were in Management in the
year 2015, reflect on the performance of Seduc-MT with regard to the Public management of
the Education Curricular Policy for Ethnic-Racial Relations, as well as its possible
developments in the field of School Curriculum and Continuing Education of Professionals of
Basic Education in the State of Mato Grosso. The research is developed under the qualitative
approach, making use of methodological procedures that include bibliographic research and
documentary research, as well as the interview as data collection technique. The method
adopted then involves exploring, describing and evaluating the research object, which is the
construction and public administration of this Curricular Policy in Basic Education in Mato
Grosso. The methodology is based on the dialectic, since according to Severino (2007),
knowledge can not be understood in isolation from the political practice of men, because it is
never a question of knowing only, but also of power. The research subjects are public
managers, four of whom are interviewed: the Secretary of State for Education; The Assistant
Secretary for Educational Policies; The Superintendent of Vocational Training of the Basic
Education Professionals and the Superintendent of Educational Diversities. We use the
analytical methodological framework of the "Policy Cycle" formulated by Bowe and Ball
(1992), because through it we revisit, contextualize and analyze public policies for the
Education of Ethnic-Racial Relations contained in official texts and in speeches of the
interviewees. The analyzed data reveals through texts that there is a distance between the
formal materiality (discussion / definition / presentation) of the Education Curricular Policy of
Ethnic-Racial Relations and the speeches about its interpretation and exercise in the Basic
Education of the State of Mato Grosso, Especially with regard to the production and
dissemination of knowledge that fosters attitudes, attitudes and values that educate citizens
regarding ethnic-racial plurality, demonstrating that the public management of this affirmative
policy managed by Seduc-MT has not yet been able to assure its full materiality In local basic
education.