O discurso dos professores frente às relações etnico-raciais no âmbito educacional.
Miniatura indisponível
Ficheiros
Data
2015
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Este trabalho constitui-se numa análise acerca das relações raciais no âmbito escolar, em específico no ensino fundamental II. A análise fora desenvolvida mediante aos conceitos de racismo, preconceito e discriminação. Relacionado a esses conceitos, utilizamos como trajetória metodológica a Análise do discurso (Mainguemeau 1997; Orlandi 2001), abrangendo dois segmentos. O primeiro consiste na análise de documentos orais, isto é, dos discursos proferidos pelos docentes deste nível de ensino. A segunda etapa consiste nas observações realizadas nas escolas com a finalidade de perceber a materialização das relações raciais no cotidiano escolar. Os resultados das entrevistas nos levaram a perceber duas realidades: a primeira equivale a falta de fundamentos, teóricos e metodológicos, que refletem em suas práticas pedagógicas; a outra, por sua vez, refere-se a precariedade da aplicação da lei 10.639/03. Contudo, para que tais realidades sejam modificadas, se faz necessário que os docentes desconstruam certos paradigmas, estabelecendo uma consciência crítica baseada no respeito as diferentes vertentes culturais, reconhecendo a diversidade étnica como elemento relevante na formação do povo brasileiro.
This work wasan analysis in relation torace relations in schools, in particular in basic education II. The analysis carried out by the concepts of racism, prejudice and discrimination. Related to these concepts,we use discourse analysis as a methodological strategy (Mainguemeau 1997; Orlandi 2001) covering two segments. The first is the analysis of oral documents, that is, the oral data providedby the teachers of this level of education. The second stage consists of the observations made in schools in order to perceivethe materialization of race relations in the school routine. The results of the interviews led us to acknowledge two realities: the first shows a lack of both theoretical and methodological grounds reflecting on their teaching practices; the other, in turn, refers to the instability of the law enforcement 10.639 / 03. However, although these realities are changing, it is necessary that teachers deconstruct certain paradigms and develop a critical awareness based on respect for the different cultural aspects, recognizing ethnic diversity as an important element in the formation of the Brazilian people.
This work wasan analysis in relation torace relations in schools, in particular in basic education II. The analysis carried out by the concepts of racism, prejudice and discrimination. Related to these concepts,we use discourse analysis as a methodological strategy (Mainguemeau 1997; Orlandi 2001) covering two segments. The first is the analysis of oral documents, that is, the oral data providedby the teachers of this level of education. The second stage consists of the observations made in schools in order to perceivethe materialization of race relations in the school routine. The results of the interviews led us to acknowledge two realities: the first shows a lack of both theoretical and methodological grounds reflecting on their teaching practices; the other, in turn, refers to the instability of the law enforcement 10.639 / 03. However, although these realities are changing, it is necessary that teachers deconstruct certain paradigms and develop a critical awareness based on respect for the different cultural aspects, recognizing ethnic diversity as an important element in the formation of the Brazilian people.
Descrição
Orientação: Maria Manuela Guilherme
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, MEIO ESCOLAR, RELAÇÕES CULTURAIS, INTERCULTURALIDADE, DISCRIMINAÇÃO RACIAL, RACISMO, PRECONCEITO, PRÁTICAS EDUCATIVAS, ANÁLISE DO DISCURSO, ETNICIDADE, DIVERSIDADE CULTURAL, IDENTIDADE, EDUCAÇÃO MULTICULTURAL, BRASIL, EDUCATION, SCHOOL ENVIRONMENT, BRAZIL, CULTURAL RELATIONS, INTERCULTURALITY, RACIAL DISCRIMINATION, RACISM, PREJUDICE, EDUCATIONAL PRACTICES, DISCOURSE ANALYSIS, ETHNICITY, CULTURAL DIVERSITY, IDENTITY, MULTICULTURAL EDUCATION