A prática pedagógica dos professore/as de matemática a partir da implementação da lei 10.633/03 : um estudo de caso na 1ª coordenadoria regional de ensino do estado de Alagoas

Abstract

The thesis aimed to investigate whether / the teacher / the Mathematics of the 1st Regional Center of Education of the State of Alagoas (1st CRE) have been using elements of african-Brazilian culture in their teaching practices in the classroom with their students, as explained in Law 10.639/03. Therefore, research is anchored in said Act which made compulsory the teaching of history and Afro-Brazilian culture in all establishments of elementary and secondary education, official and private scattered throughout Brazil and is in force since 09 January 2003, being that it came to the State in the midst of the discussion of the implementation of affirmative action policies for the black population claimed by organized black movement. From the standpoint of theoretical and methodological broke a qualitative approach, with the method of procedure as the case study collection techniques to bibliographic data, questionnaire and document analysis. From the analysis of the collected data, we could see the necessity of implementation of Law 10,639 by the 1st Coordination of Education through investment in training political-pedagogical its actors and additionally realizes the need to practice pedagogical / a teacher / a, especially in mathematics, is supported in the diversity of the subjects' lives and cultures that are part of everyday life in schools. It is hoped that this research will bring new thinking about the problematic education and ethnic-racial, from the experience of / the teacher / the Mathematics of the 1st Coordination of Education, raising pedagogical practices of inclusion that contribute to the building of schools that enhance the identity of their students and therefore produce a quality education, helping to build a more egalitarian society.