PIBID AS A STRATEGY FOR IMPLEMENTING DCNERER IN SPACES FOR TEACHING PEDAGOGUE TRAINING, UNIVERSITY AND SCHOOLS
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Abstract
The current text aims to reflect on the teacher formation from the perspective of anti-racist education and human rights. Understanding that PIBID could contribute for implementation politics of affirmatives actions in the field of the curriculum, according with the resolution CNE 01/2004 were build in a collaborative and interdisciplinary way, four work projects aiming classes in elementary school I ( 1st to 5th years) relating history and culture afro-brazilian, african and indigenous, in the perspective of reeducation of ethnic-racial relationships. Supporting us authors in the field of education of ethnic-racial relations (Gomes, 2019; Silva, 2010; Muller & Coelho, 2013), the teacher formation (Nóvoa, 2017) and collaborative research (Ibiapina, 2017) the analysis of the processes and results allow us recognize that members of the core appropriated the anti-racist knowledge and teaching practices.
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