Ethnic-racial thinking: scientific knowledge, legal norms and education

Detalhes bibliográficos
Autor(a) principal: Aguiar, José Vicente de Souza
Data de Publicação: 2022
Outros Autores: Oliveira, Kelly Almeida de, Nascimento, Izaura Rodrigues do
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/19318
Resumo: This research focuses on the analysis of narratives about the formulation of ethnic-racial thinking from Raimundo Nina Rodrigues’s academic productions carried out in the late nineteenth century. The purpose is to highlight how the narratives were constructed to include or not the indigenous and the black people in discursive textualities considering their power of naming, classification and hierarchization. In this study, legal devices were incorporated, corresponding to the Constitutions of the 19th and 20th centuries, in order to demonstrate tensions and detachments in the Brazilian ethnic-racial thinking. The analyzes were made using as theoretical support the philosophy of difference, with an emphasis on Foucault and the Cameroonian professor Achille Mbembe’s considerations. In the results, it is highlighted the symbolic power of institutional language used in scientific texts and legal provisions to segregate and degrade the indigenous and black people, being called as peoples who are: wild, barbarians, indolent, lazy and dangerous, to the detriment of civilized white people. Keywords: Ethnic-racial thinking. Degeneration theory. Philosophy of difference. Education.
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spelling Ethnic-racial thinking: scientific knowledge, legal norms and educationEl pensamiento étnico-racial: el saber científico, las normas legales y la educaciónO pensamento étnico-racial: o saber científico, as normas legais e a educaçãoThis research focuses on the analysis of narratives about the formulation of ethnic-racial thinking from Raimundo Nina Rodrigues’s academic productions carried out in the late nineteenth century. The purpose is to highlight how the narratives were constructed to include or not the indigenous and the black people in discursive textualities considering their power of naming, classification and hierarchization. In this study, legal devices were incorporated, corresponding to the Constitutions of the 19th and 20th centuries, in order to demonstrate tensions and detachments in the Brazilian ethnic-racial thinking. The analyzes were made using as theoretical support the philosophy of difference, with an emphasis on Foucault and the Cameroonian professor Achille Mbembe’s considerations. In the results, it is highlighted the symbolic power of institutional language used in scientific texts and legal provisions to segregate and degrade the indigenous and black people, being called as peoples who are: wild, barbarians, indolent, lazy and dangerous, to the detriment of civilized white people. Keywords: Ethnic-racial thinking. Degeneration theory. Philosophy of difference. Education.Esta investigación tiene enfoque en el análisis de las narrativas sobre la formulación del pensamiento étnico-racial a partir de las producciones académicas de Raimundo Nina Rodrigues realizadas a finales del siglo XIX. El propósito consiste en destacar cómo las narrativas fueron construidas para incluir o no a los indígenas y a los negros en las textualidades discursivas para considerar su poder de denominación, de clasificación y de jerarquización. En este estudio fueron incorporados los dispositivos legales, correspondientes a las Constituciones de los siglos XIX y XX, con el fin de demostrar las tensiones y los desapegos en el pensamiento étnico-racial brasileño. Los análisis fueron realizados teniendo como aporte teórico la filosofía de la diferencia, con énfasis en las consideraciones foucaltianas y del profesor camerunés Achille Mbembe. En los resultados, se destaca el poder simbólico del lenguaje institucional utilizado en los textos científicos y en los dispositivos jurídicos para segregar y degradar a los indígenas y a los negros, siendo denominados como pueblos salvajes, bárbaros, indolentes, perezosos y peligrosos, en detrimento del ser civilizado y blanco. Palabras clave: Pensamiento étnico-racial. Teoría de la degeneración. Filosofía de la Diferencia. Educación.Esta pesquisa tem foco na análise das narrativas sobre a formulação do pensamento étnico-racial a partir das produções acadêmicas de Raimundo Nina Rodrigues realizadas no final do século XIX. O propósito consiste em destacar como as narrativas foram construídas para incluírem ou não indígenas e negros nas textualidades discursivas, a considerar o seu poder de nomeação, de classificação e de hierarquização. A esse estudo, foram incorporados os dispositivos legais, correspondentes às Constituições dos séculos XIX e XX, a fim de demonstrar as tensões e os descolamentos no pensamento étnico-racial brasileiro. As análises foram realizadas tendo como aporte teórico a filosofia da diferença, com acento nas ponderações foucaultianas e do professor camaronês Achille Mbembe. Nos resultados, destaca-se o poder simbólico da linguagem institucional utilizado nos textos científicos e nos dispositivos jurídicos para segregar e inferiorizar os indígenas e os negros, sendo denominados como povos selvagens, bárbaros, indolentes, preguiçosos e perigosos, em detrimento do ser civilizado e branco. Palavras-chave: Pensamento étnico-racial. Teoria da degenerescência. Filosofia da diferença. Educação.Universidade Estadual de Ponta Grossa2022-02-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1931810.5212/PraxEduc.v.17.19318.037Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-22Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-22Práxis Educativa; V. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-22Práxis Educativa; v. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-221809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/19318/209209216376https://revistas.uepg.br/index.php/praxiseducativa/article/view/19318/209209216527Copyright (c) 2022 Práxis Educativainfo:eu-repo/semantics/openAccessAguiar, José Vicente de SouzaOliveira, Kelly Almeida deNascimento, Izaura Rodrigues do2023-01-27T16:32:10Zoai:uepg.br:article/19318Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2023-01-27T16:32:10Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Ethnic-racial thinking: scientific knowledge, legal norms and education
El pensamiento étnico-racial: el saber científico, las normas legales y la educación
O pensamento étnico-racial: o saber científico, as normas legais e a educação
title Ethnic-racial thinking: scientific knowledge, legal norms and education
spellingShingle Ethnic-racial thinking: scientific knowledge, legal norms and education
Aguiar, José Vicente de Souza
title_short Ethnic-racial thinking: scientific knowledge, legal norms and education
title_full Ethnic-racial thinking: scientific knowledge, legal norms and education
title_fullStr Ethnic-racial thinking: scientific knowledge, legal norms and education
title_full_unstemmed Ethnic-racial thinking: scientific knowledge, legal norms and education
title_sort Ethnic-racial thinking: scientific knowledge, legal norms and education
author Aguiar, José Vicente de Souza
author_facet Aguiar, José Vicente de Souza
Oliveira, Kelly Almeida de
Nascimento, Izaura Rodrigues do
author_role author
author2 Oliveira, Kelly Almeida de
Nascimento, Izaura Rodrigues do
author2_role author
author
dc.contributor.author.fl_str_mv Aguiar, José Vicente de Souza
Oliveira, Kelly Almeida de
Nascimento, Izaura Rodrigues do
description This research focuses on the analysis of narratives about the formulation of ethnic-racial thinking from Raimundo Nina Rodrigues’s academic productions carried out in the late nineteenth century. The purpose is to highlight how the narratives were constructed to include or not the indigenous and the black people in discursive textualities considering their power of naming, classification and hierarchization. In this study, legal devices were incorporated, corresponding to the Constitutions of the 19th and 20th centuries, in order to demonstrate tensions and detachments in the Brazilian ethnic-racial thinking. The analyzes were made using as theoretical support the philosophy of difference, with an emphasis on Foucault and the Cameroonian professor Achille Mbembe’s considerations. In the results, it is highlighted the symbolic power of institutional language used in scientific texts and legal provisions to segregate and degrade the indigenous and black people, being called as peoples who are: wild, barbarians, indolent, lazy and dangerous, to the detriment of civilized white people. Keywords: Ethnic-racial thinking. Degeneration theory. Philosophy of difference. Education.
publishDate 2022
dc.date.none.fl_str_mv 2022-02-25
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10.5212/PraxEduc.v.17.19318.037
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/19318
identifier_str_mv 10.5212/PraxEduc.v.17.19318.037
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https://revistas.uepg.br/index.php/praxiseducativa/article/view/19318/209209216527
dc.rights.driver.fl_str_mv Copyright (c) 2022 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Práxis Educativa
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-22
Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-22
Práxis Educativa; V. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-22
Práxis Educativa; v. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-22
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