Mapeamento das práticas pedagógicas étnico-raciais no contexto escolar: contribuições do design na sistematização das ações docentes

Abstract

The dissertation aims to investigate the ethnic-racial pedagogical practices developed by teachers in a public school in Baixada Fluminense, from a critical perspective that acknowledges the structural racism present in the Brazilian educational system. The main objective is to map the extent to which ethnic-racial pedagogical practices manifest themselves in the context of a peripheral public school in the Baixada Fluminense, investigating how design project-based thinking can enhance teachers' roles in implementing these practices. To this end, the research adopted an exploratory methodological approach, combining qualitative methods with a cartographic approach, allowing us to follow the school's daily routine during fieldwork and conduct semi-structured interviews with the teachers. Focusing on the potential of integrating design's project-based thinking into education and teaching practices, the research draws on the concept of the teacher as a designer of learning experiences (Martins, 2016), Project-Based Learning practices (Martins, 2022), and the inventive learning approach (Kastrup, 2005). The study highlighted the challenges faced by teachers in introducing the ethnic-racial theme into the classroom, including the lack of pedagogical training provided by the administrative bodies of education, the difficulties in developing projects that link racial themes with the subject taught and the scarcity of support materials available online and free of charge, factors exacerbated by the work overload faced by teachers. Therefore, in light of these challenges, the results of the research and the identification of the potential of Design in the systematization of ethnic-racial pedagogical practices, the preparation of a pedagogical project sheet was suggested. This tool aims to organize and document practices already developed by teachers, facilitating their systematization and documentation. Additionally, the sheet aims to spread these practices, making them replicable and adaptable to other school contexts, thus expanding the impact of anti-racist actions beyond the school studied.