A lei 10.639, o cotidiano escolar e as relações étnico-raciais: um estudo de caso

Pós-graduação em Educação - IBRC

O Ensino de História, Cultura Africana e Afro-Brasileira, na perspectiva da Lei Nº 10.639/2003: análise de políticas públicas na EE. Prof. Hélio Palermo, cidade de Franca SP

Pós-graduação em Planejamento e Análise de Políticas Públicas - FCHS

Arcabouço jurídico normativo pedagógico da lei federal 10.639/2003 na universidade federal de Uberlândia: avanços e limites

This search addresses the public policies that directly or indirectly corroborate for the implementation of the Brazilian Law number 10.639/2003 in Federal University of Uberlândia and it analyzes the affirmative actions in this context. The study aims to answer some questions such as: Why we have found difficulties in implementing the Law 10.639/2003 and its correlate legislation in the institutions responsible for teachers formation, particularly in the courses of History, Visual Arts, Portuguese Language and Literature and Education teachers? We started from the hypothesis that implementing the Law 10.639/2003 is considered by popular movements that fight for the emancipation of black population and for its rights consider such actions as a form of eradicating racial and ethnic prejudice which are still present in our society. The methodology is based on case study, which allows the triangulation to other methodological approaches such as qualitative analysis and bibliographic search. The investigation instruments were: I. Bibliographic sources including books, papers, periodic and so one; II. Documental sources: specific legislation on the theme (Brazilian Federal Law 10.639/2003, Resolution CNE/CP 1/2004 and others; III. Oral sources obtained from semi structured interviews with coordinators of the selected Graduation courses. Critical multicuturalism according to McLaren (1999) allowed us to approach our research object in order to understand its plural characteristics, specially reading the different aspects that permeate the relationship between culture and identity, cultural differences and power relationship in modern society. In the study, we did not perceive the involvement of the Higher Education professionals in order to implement Law 10.639/2003. The problem perceived for implementing the law and its pedagogical normative legal framework is the personal and institutional attitude, because every subject involved in it has a direct responsibility. We cannot believe that the institutions may claim lack of knowledge and research in the area as impediments to implementing the disciplines and the pedagogical contents concerning to the Law nor contracting researcher experts and scholars on this topic to compose the frames of the University.

Perceptions Surrounding the Implementation of Colorado Senate Bill 10-191's New Teacher Evaluations

In 2013, many public education reform efforts in the United States of America center on testing and accountability. Recent data revealed that teachers have the single greatest in-school impact on student learning; however, the methods to assess teacher effectiveness are widely criticized for not holding teachers accountable and, consequently, are experiencing significant legislative attention. In 2010, Colorado passed Senate Bill 10-191: The Great Teachers and Leaders Act to improve student learning by revising teacher and principal evaluations, including linking them to student learning data, and eradicating tenure. Teachers, administrators, and policymakers hold critical roles in the implementation of this bill, yet little is known about how members of each group perceive their respective roles in the implementation. This explanatory sequential mixed methods study was designed to gather perception data from these three groups, through surveys and interviews. Data revealed that teachers and administrators do not have similar perceptions of many matters related to teacher evaluations, education reform, and the implementation of Senate Bill 10-191 (SB 191). The data also revealed that teachers and administrators expected they would agree on these matters. These collective findings led to multiple recommendations, such as the need for increased dialogue between teachers and administrators about their own perceptions of education reforms.

A EDUCAÇÃO PARA AS RELAÇÕES ÉTNICO-RACIAIS NA FORMAÇÃO CONTINUADA DOS PROFESSORES DA BAIXADA SANTISTA: DEZ ANOS APÓS A INSTITUCIONALIZAÇÃO DA LEI 10.639/03

O presente trabalho discute a implementação da Lei Federal 10.639/03, nas escolas estaduais da Região da Baixada Santista, após dez anos de institucionalização. Investigou-se sobre a formação continuada dos professores, relacionando-a como, em sua prática pedagógica, os docentes vêm inserindo os conteúdos da História e Cultura da África e dos Afro-brasileiros que se tornaram obrigatórios pela Lei. A pesquisa realizada com os professores das disciplinas de História, Língua Portuguesa e Artes do Ensino Médio, que lecionam nos municípios de Guarujá, Santos, Cubatão e Bertioga, foi contextualizada com a realidade local e com os cursos de formação continuada para a temática das Relações Étnico-Raciais. Foram levados em consideração os saberes institucionais e não institucionais, implicados na prática reflexiva, no sentido de buscar métodos de ensino como o multiculturalismo que pudesse contemplar todas as etnias que compõem o povo brasileiro, elevando a autoestima dos afrodescendentes, indígenas ou asiáticos e primando por uma valorização da pluralidade cultural e do espírito de cidadania e alteridade. O processo de pesquisa qualitativa envolveu análise bibliográfica e documental, aplicação de: pesquisa-ação, questionários semiestruturados via internet, realização de entrevistas e análise de experiência pedagógica. Os dados empíricos analisados evidenciaram que não obstante algumas experiências exitosas, os professores, em sua maioria, consideram que obtiveram pouca ou quase nenhuma informação a respeito da lei e dos conteúdos que ela implica, nestes dez anos. Esse fato denota a necessidade de maiores investimentos na formação docente, por parte do governo, bem como maiores políticas de incentivo aos docentes que os estimulem a buscar formação continuada e adoção de práticas reflexivas e críticas voltadas para a educação e as relações étnico-raciais, aliando-se à necessidade de uma sociedade contemporânea pluriétnica e multicultural.

Relações étnico-raciais : um estudo de caso sobre os impactos da lei nº 10.639/03 no cotidiano escolar

A questão central desta pesquisa foi analisar a concepção de seis professores e 100 estudantes de uma escola da rede Estadual de ensino de Pernambuco situada na Região do Agreste Meridional do Estado sobre o papel da história e cultura afro-brasileira e africana como instrumento de combate ao preconceito étnico-racial na escola. Para tanto, elencamos o estudo bibliográfico do período XIX ao XXI referente ao racismo no Brasil, o currículo escolar, a proposta da lei 10.639/03. O processo investigativo foi realizado com entrevista aos professores do Ensino Médio, aplicação de questionário aos estudantes na faixa etária entre 16 e 19 anos, foi utilizada a metodologia qualiquantitativa. Sendo a análise do discurso e o programa SPSS 13.0 utilizado nas tabelas e gráficos, observamos a percepção de professores e alunos no que tange a história e cultura afro-brasileira e africana e do preconceito racial apontados pelos professores e seus estudantes. Observamos que há a carência de uma formação acadêmica referente a Lei 10.639/03 para que estes profissionais consigam perceber atitudes de preconceito racial em suas salas de aula e tenham subsídios para construírem atividades pedagógicas voltadas para a desconstrução do preconceito racial e possam imprimir na cotidianidade escolar projetos e atividades que favoreçam o reconhecimento e a valorização da cultura de ancestralidade africana e afro-brasileira.

Improved seasonal prediction of the hot summer of 2003 over Europe through better representation of uncertainty in the land surface

Methods to explicitly represent uncertainties in weather and climate models have been developed and refined over the past decade, and have reduced biases and improved forecast skill when implemented in the atmospheric component of models. These methods have not yet been applied to the land surface component of models. Since the land surface is strongly coupled to the atmospheric state at certain times and in certain places (such as the European summer of 2003), improvements in the representation of land surface uncertainty may potentially lead to improvements in atmospheric forecasts for such events. Here we analyse seasonal retrospective forecasts for 1981–2012 performed with the European Centre for Medium-Range Weather Forecasts’ (ECMWF) coupled ensemble forecast model. We consider two methods of incorporating uncertainty into the land surface model (H-TESSEL): stochastic perturbation of tendencies, and static perturbation of key soil parameters. We find that the perturbed parameter approach considerably improves the forecast of extreme air temperature for summer 2003, through better representation of negative soil moisture anomalies and upward sensible heat flux. Averaged across all the reforecasts the perturbed parameter experiment shows relatively little impact on the mean bias, suggesting perturbations of at least this magnitude can be applied to the land surface without any degradation of model climate. There is also little impact on skill averaged across all reforecasts and some evidence of overdispersion for soil moisture. The stochastic tendency experiments show a large overdispersion for the soil temperature fields, indicating that the perturbation here is too strong. There is also some indication that the forecast of the 2003 warm event is improved for the stochastic experiments, however the improvement is not as large as observed for the perturbed parameter experiment.

Landsat derived percent vegetation cover of Israel (as of 2003)

Wildfires are part of the Mediterranean ecosystem, however, in Israel all wildfires are human caused, either intentionally or un-intentionally. In this study we aimed to develop and test a new method for mapping fire scars from MODIS imagery, to examine the temporal and spatial patterns of wildfires in Israel in the 2000s and to examine the factors controlling Israel's wildfire regime. To map the fires we used two 'off-the-shelf' MODIS fire products as our basis-the 1 km MODIS Collection 5 fire hotspots, the 500 m MCD45A1 burnt areas-and we created a new set of fire scar maps from the 250 m MOD13Q1 product. We carried out a cross comparison of the three MODIS based wildfire scar maps and evaluated them independently against the wild fire scars mapped from 30 m Landsat TM imagery. To examine the factors controlling wildfires we used GIS layers of rainfall, land use, and a Landsat-based national vegetation map. Wildfires occurred in areas where annual rainfall was above 250 mm, mostly in areas with herbaceous vegetation. Wildfire frequency was especially high in the Golan Heights and in the foothills of the Judean mountains, and a high correspondence was found between military training zones and the spatial distribution of fire scars. The use of MODIS satellite images enabled us to map wildfires at a national scale due to the high temporal resolution of the sensor. Our MOD13Q1 based mapping of fire scars adequately mapped large (>1 km**2) fires with accuracies above 80%. Such large fires account for a large proportion of all fires, and pose the greatest threats. This database can aid managers in determining wildfire risks in space and in time.