Lesson Plan Differences: Prejudice, labels, discrimination are negative discourses that come into contact with children from this early age.
To know valuing different races and genders and people with disabilities it's work for every day, to help you with that we've selected suggestions from lesson plan differences, check out:
Appropriate materials are a good ally in this task, see our suggestions for working with this theme:
– History, Geography, Portuguese, Religious Education and Art.
A work proposal with reflections, analyses, discussions and actions about our plural society, aiming to arouse respectful attitudes between the different groups and cultures that constitute it.
-Ethics and Cultural Plurality.
Our society is made up of different ethnicities, with immigrants from different countries, so it is necessary to look for ways to harmonious coexistence, for the construction of a truly democratic society, in which everyone is equal in rights and duties. The veiled prejudice existing in our society, the discrimination of a viable world, we need to encourage the appreciation of man in schools, regardless of color, ethnicity, religion, sex and age.
The best way to approach the theme is in a natural way, inserting it in daily practices, such as games, reading and music: Check out this suggestion of differences lesson plan.
Knowing the various ethnicities and cultures, valuing and respecting them. To reject discrimination based on differences of race, religion, social class, nationality and gender. Recognize the qualities of one's own culture, demand respect for oneself and others
Look for elements in your discipline that encourage the development of activities related to the theme. Pay attention to what happens in the classroom, at school and in the community and that is characterized as stereotype, discrimination or prejudice. Identify other elements in the media. Both paths facilitate class discussion
We all have a life story, with personal characteristics and deep-rooted beliefs. Analyze yourself and verify that your positions are based on fairness and ethics. Don't be afraid to exchange ideas with colleagues, as the topic is really delicate.
Actions that value different ethnicities and cultures must, yes, be part of the day-to-day life of all schools. But that is not all. It is necessary that students learn to repudiate any and all types of discrimination, whether based on differences in culture, race, social class, nationality, age or sexual preference, among others so many. “Cultural Plurality is an area of knowledge”, recalls Conceição Aparecida de Jesus, one of the authors of the National Curriculum Parameters from 5th to 8th grade, which have an entire chapter dedicated to theme. Pedagogue and consultant, she teaches how to include the topic in planning. "Cultivate the habit of listening to people and develop pedagogical projects with proposals based on issues present in everyday social relations." who adopts this practice with students who suffer from prejudice guarantees: the agitation of the class decreases, everyone approaches the teacher and the teaching and learning mechanisms are facilitated.
In this article, you will learn about what four schools have been doing to value Cultural Plurality: on the outskirts of São Paulo, young people from 5th to 8th series of two schools located very close to each other are learning to know each other better and discovering that prejudice is part of the life of all; in a community school in Salvador, whose students are mostly black, the racial issue permeates the entire curriculum, from preschool to 4th grade; In Campo Grande, a private institution takes children from Kindergarten and 1st grade to get to know the reality of Indians and foreigners, like the many Paraguayans who live in the city.
To study the facets of racial discrimination at school, the anthropologist Ana Maria de Niemeyer ran, from November 1997 to December 2001, a project of research that involved ten educators from two schools in São Paulo, separated by a few blocks, in which blacks and mestizos are the majority of the clientele. Guided by Ana, the teachers applied several techniques in the classroom. One of them, offered as an extra-curricular activity, was the video workshop. “The young people wrote the script and worked as actors, producers and cameras”, says Maria José Santos Silva, coordinator of the work. One of the videos produced shows the story of a white boy who does not let his black colleague participate in a football match. Shown to the entire community, the tape served as a theme for discussions.
During the course of the project, clues emerged about how the problem of discrimination was seen. “There is a consensus in the community that black people are only accepted for their individual effort, never for group action”, emphasizes Ana. Essays written by 6th grade students indicated problems with self-image. "One of them ended a story saying that the character, black like the student himself, had a facelift to turn white."
Márcia Lucas teaches Portuguese at the Doutor Francisco Brasiliense Fusco State School, which is located on the poorest part of the street, very close to a favela. Willing to provoke a reflection on the life conditions of the kids and improve their self-esteem, she proposed the production of self-portraits. “In the beginning, I only received drawings with bright tones”, recalls the teacher. When questioned, the boys and girls said they didn't like their own color. "I praised them and highlighted the action of black personalities on the world stage."
Last year, in addition to the self-portrait, she asked 8th graders to write a self-description, with physical and psychological characteristics. Texts were shuffled and redistributed. “In the dynamics, each young person had to read the essay aloud and find out who it was referring to”, explains Márcia. The appearance described was not always true to reality. "Some blacks defined themselves as morenos, which earned a reprimand from their colleagues." Márcia, who defined herself as black for the group, mediated the debates. “Days later, when redoing the task, several students took on their color”, she celebrates.
At the nearby Ministro Synésio Rocha Municipal Elementary School, which is further away from the favela and, therefore, is considered better than Francisco Brasiliense Fusco, Geography professor André Semensato expanded the original spectrum of project. “After studying the formation of the Brazilian people with the 6th grade class, I decided to discuss other types of segregation, in addition to racial ones,” he says. The following year, the book 12 Faces do Preconceito, by Jaime Pinsky, served as an inspiration for working with kids, already in the 7th grade. “After observing the cartoon that opened each chapter of the publication, they researched, in the library and on the internet, the themes that interested them the most”, says Semensato, who did everything in pairs with the person in charge of the IT room, Ana Pens. “In the end, the kids turned the research into a PowerPoint file, to present to the rest of the school,” says the teacher. Discrimination against Jews, women, the elderly, young people and homosexuals was discussed in class. “Everyone started to police themselves and all the time questioned whether a certain attitude was prejudiced or not”, celebrates Semensato. “It was important for them to realize that, despite being victims of racism, many discriminated against homosexuals”, completes coordinator Maria José.
Cultural Plurality is an important content of the curriculum at Escola Gappe, in Campo Grande. “By coming into contact with diversity, students learn to respect it”, justifies Stael Gutierrez, coordinator of Early Childhood Education and 1st grade. For this reason, one of the goals is to make the students meet Indians and immigrants who inhabit the city. In this spirit, teacher Élida Souza developed the Children from All over the World project with her 4-year-old class. “We brought several foreigners to show a little of the culture of their countries.”
People who were born in Scotland, France, Japan and Paraguay went to the classroom. Elina Souza, Gappe's Portuguese Language advisor, is part of the large Paraguayan colony in the capital of Mato Grosso do Sul. “These people have a huge influence on our culture,” emphasizes Stael. Like all other visitors, she took typical clothes and objects to show the children, photos of tourist sites and the recipe for a dish, which was prepared and savored and taught a song and a dance.
In the 1st grade, teacher Adriana Godoy established a parallel between the lives of children in the past and today, and between those who live in Campo Grande and in other places. "I asked the little ones if the Indians who live here in the city have the same customs as they do." The answer it should come in the form of drawings that show the class's hypotheses about how the house, food, toys. Most believed that the Indians lived in loincloths, bathed in the river and fed on fish. The next step was to go to a Terena village. “When they saw that they go to school, where they have computer access, and like the same cartoons and the same sweets, my little students were very surprised”, recalls Adriana.
She was careful to explain that not all Indians are like these Terena, who left the countryside in search of work in the city. The older ones remain in the field. It was easy to understand the lesson since everyone is used to seeing them at the market and at the fair selling agricultural products and handicrafts. Back in the classroom, time to review the initial hypotheses and reach new conclusions. “They understood the living conditions of those people and, as a result, they started to respect the differences”, says Adriana. For consultant Conceição, the experience is positive, as it "helps to reduce prejudice against the Indians, who are often seen as lazy."
Also check: Cultural and Natural Differences ofBrazilian Regions
The objective of the Luiza Mahin Community School, which offers classes from pre-school to 4th grade in Salvador, is to help children build a good image of themselves and to rescue the influence of African culture in the construction of the Brazilian identity a pedagogical proposal consistent with the reality of the clientele, mostly black. “Some arrive here claiming to be white, but soon realize that, in fact, they are not,” says pedagogical coordinator Jamira Munir. This discovery takes place, for example, during the production of each student's family tree. “At the beginning of this task, I ask who is black and few students raise their hands,” says Diva de Souza, a 4th grade teacher.
During the work, she shows that it is necessary to take into account characteristics other than skin color. "I'm talking about curly hair, thick lips and a flat nose and they start to see themselves as black." in parallel to awareness, Diva raises the class's self-esteem, citing artists, politicians and community leaders African descendants. "In the end, when I ask who is black, almost everyone raises their arm."
The contents of the different disciplines are always related to the issue of blackness. In Mathematics, Sônia Dias, from the 1st grade, and Aucélia da Cruz, from the 2nd, created a field research. Students ask fifty neighbors of the school if they consider themselves black. In class, the kids assemble graphs with the separate answers men, women, teenagers. According to Aucélia, the survey shows that most people in the neighborhood assume their color. Teachers also include socioeconomic aspects at work. “We drew attention to the fact that, even during the day, there were many adults in the house. This means that they don't have a job”, concludes Sonia.
Consultant Conceição guarantees that activities like these, increasingly common in schools across the country, will soon be making all the difference. “Students will start demanding from all teachers a firm position against prejudice and in favor of respecting differences. This is still going to turn into a good epidemic.”
Source: New school
Original article: respect differences
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