Jogo Mancala como possibilidade de implementação da Lei 10639/03 no curso de Licenciatura em Educação Física do IFCE campus Juazeiro do Norte

Abstract

The present research has the purpose of bringing to the debate the implications of the effective implementation of law 10639/03 that deals with the study of Afro-Brazilian History and Culture in the curriculum of the degree in Physical Education, based on the students' analyzes, experiences and experiences, of the Campi Juazeiro do Norte - Federal Institute of Education, Science and Technology of Ceará, bringing the focus to ethnic-racial relations and education policies, to the recognition and valorization of affirmative actions in the school routine, using the Mancala game as an element aggregator of the discussions. From the point of view of approach of the problem, we use in the modality of qualitative research, the research-intervention. Being used as a collection instrument, a questionnaire with open and closed questions. This study was born from the restlessness of the researcher when observing the emptying of ethnic-racial discussions of the curriculum of teacher training and the great difficulty of working the contents that guide the thematic of Afro-Brazilian and indigenous history and culture in the school context, and how it impacts the learning process. The work of Kabengele Munanga, Henrique Cunha Jr, Nilma Lino Gomes, Johan Huizinga, was used to approach the theoretical reference, which provides support for the contemporary debate on ethnic-racial issues and their repercussions, overview on the game curricula and their relationships in the school environment. The school as a strategic space has a fundamental role to play, to educate for diversity, and in this process of breaking paradigms, reconstruction and construction of social values, highlighting the history of the black people and their many contributions to the construction and development of the parents.