Fundamentos filosóficos da pedagogia multirracial: propostas dos movimentos negros do Rio de Janeiro e Santa Catarina (1980-2000)
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da Uninove |
Texto Completo: | http://bibliotecatede.uninove.br/handle/tede/2420 |
Resumo: | The objective of this work was to analyze the philosophical bases of multiracial pedagogies, developed in Brazil, by groups linked to the Black Movement, in this case, the Multiracial Pedagogy developed in Rio de Janeiro, in the 80s of the 20th century, and the Multiracial and Popular Pedagogy , implemented in the State of Santa Catarina, in the early decades of the 21st century, by the Center for Black Studies (NEN), an entity of the Black Movement, in Florianópolis. The research, of a philosophical and educational nature, takes as sources the documentary collection of the two Movements, the testimonies available from their founders as well as historical and theoretical studies related to ethnic-racial education in Brazil. In this way, we will point out a brief study on how time and history have been defined in the West, in their connection with the construction of the other, especially the other African and the other black; evidencing the temporal and spatial, racialist and racist character of Western philosophy and thought. Therefore, guided by the Afrocentric thinking of Molefe Kete Asante (1980) and Ama Mazama (2009), we criticize the constitution of educational thought in Brazilian educational institutions and the absence of African history content in school curricula. To reinforce this criticism, we assessed how essential colonization was to concretize racism as the foundation of any possibility of protagonism in the African legacy. Our analysis also showed that the Eurocentric model of education implemented in the country aims to deny any epistemic contribution of groups marginalized by history, this denial takes shape with the epistemicide that makes the pedagogical proposal of these movements invisible, keeping them out of the educational scenario. The research indicated that the pedagogical proposal of these movements is based on epistemological and anthropological categories based on an Afro-centered philosophical thought, in order to constitute itself as a path that leads to an anti-racist education. Our analysis also showed the influence of multiculturalism in its critical aspect, committed not only to the recognition of diversity, but to the questioning of unequal power relations that accentuate and produce differences and lead to attitudes of prejudice and exclusion. We point out the importance of the works of Abdias do Nascimento, Molefi Kete Asante, Kabengele Munanga and Peter Mclaren in the elaboration of Multiracial Pedagogy. The choice is justified by the frequency in which they are cited or that their ideas implicitly appear in the researched sources. The expected result is a subsidy for understanding the educational trajectory of the black population in the country and for the construction of emancipatory pedagogies for this population. |
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Severino, Antonio JoaquimSeverino, Antonio JoaquimAlmeida, CleideSiquelli, Sônia AparecidaDias, Elaine Dal Mashttp://lattes.cnpq.br/1989456134542568Santos, Gilca Ribeiro dos2020-12-28T17:43:35Z2020-10-26Santos, Gilca Ribeiro dos. Fundamentos filosóficos da pedagogia multirracial: propostas dos movimentos negros do Rio de Janeiro e Santa Catarina (1980-2000). 2020. 146 f. Tese( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo.http://bibliotecatede.uninove.br/handle/tede/2420The objective of this work was to analyze the philosophical bases of multiracial pedagogies, developed in Brazil, by groups linked to the Black Movement, in this case, the Multiracial Pedagogy developed in Rio de Janeiro, in the 80s of the 20th century, and the Multiracial and Popular Pedagogy , implemented in the State of Santa Catarina, in the early decades of the 21st century, by the Center for Black Studies (NEN), an entity of the Black Movement, in Florianópolis. The research, of a philosophical and educational nature, takes as sources the documentary collection of the two Movements, the testimonies available from their founders as well as historical and theoretical studies related to ethnic-racial education in Brazil. In this way, we will point out a brief study on how time and history have been defined in the West, in their connection with the construction of the other, especially the other African and the other black; evidencing the temporal and spatial, racialist and racist character of Western philosophy and thought. Therefore, guided by the Afrocentric thinking of Molefe Kete Asante (1980) and Ama Mazama (2009), we criticize the constitution of educational thought in Brazilian educational institutions and the absence of African history content in school curricula. To reinforce this criticism, we assessed how essential colonization was to concretize racism as the foundation of any possibility of protagonism in the African legacy. Our analysis also showed that the Eurocentric model of education implemented in the country aims to deny any epistemic contribution of groups marginalized by history, this denial takes shape with the epistemicide that makes the pedagogical proposal of these movements invisible, keeping them out of the educational scenario. The research indicated that the pedagogical proposal of these movements is based on epistemological and anthropological categories based on an Afro-centered philosophical thought, in order to constitute itself as a path that leads to an anti-racist education. Our analysis also showed the influence of multiculturalism in its critical aspect, committed not only to the recognition of diversity, but to the questioning of unequal power relations that accentuate and produce differences and lead to attitudes of prejudice and exclusion. We point out the importance of the works of Abdias do Nascimento, Molefi Kete Asante, Kabengele Munanga and Peter Mclaren in the elaboration of Multiracial Pedagogy. The choice is justified by the frequency in which they are cited or that their ideas implicitly appear in the researched sources. The expected result is a subsidy for understanding the educational trajectory of the black population in the country and for the construction of emancipatory pedagogies for this population.El objetivo de este trabajo fue analizar las bases filosóficas de las pedagogías multirraciales, desarrolladas en Brasil, por grupos vinculados al Movimiento Negro, en este caso, la Pedagogía Multirracial desarrollada en Río de Janeiro, en los años 80 del siglo XX, y la Pedagogía Multirracial y Popular. , implementado en el Estado de Santa Catarina, en las primeras décadas del siglo XXI, por el Centro de Estudios Negros (NEN), entidad del Movimiento Negro, en Florianópolis. La investigación, de carácter filosófico y educativo, toma como fuentes la colección documental de los dos Movimientos, los testimonios disponibles de sus fundadores, así como estudios históricos y teóricos relacionados con la educación étnico-racial en Brasil. De esta manera, señalaremos un breve estudio sobre cómo el tiempo y la historia se han definido en Occidente, en su conexión con la construcción del otro, especialmente del otro africano y del otro negro; evidenciando el carácter temporal y espacial, racialista y racista de la filosofía y el pensamiento occidentales. Por tanto, guiados por el pensamiento afrocéntrico de Molefe Kete Asante (1980) y Ama Mazama (2009), criticamos la constitución del pensamiento educativo en las instituciones educativas brasileñas y la ausencia de contenidos de historia africana en los planes de estudio escolares. Para reforzar esta crítica, evaluamos cuán esencial era la colonización para concretar el racismo como fundamento de cualquier posibilidad de protagonismo en el legado africano. Nuestro análisis también mostró que el modelo eurocéntrico de educación implementado en el país apunta a negar cualquier aporte epistémico de los grupos marginados por la historia, esta negación se concreta con el epistemicidio que invisibiliza la propuesta pedagógica de estos movimientos, manteniéndolos fuera del escenario educativo. La investigación indicó que la propuesta pedagógica de estos movimientos se basa en categorías epistemológicas y antropológicas basadas en un pensamiento filosófico afrocéntrico, con el fin de constituirse como un camino que conduzca a una educación antirracista. Nuestro análisis también mostró la influencia del multiculturalismo en su vertiente crítica, comprometida no solo con el reconocimiento de la diversidad, sino con el cuestionamiento de las relaciones desiguales de poder que acentúan y producen diferencias y conducen a actitudes de prejuicio y exclusión. Señalamos la importancia de las obras de Abdias do Nascimento, Molefi Kete Asante, Kabengele Munanga y Peter Mclaren en la elaboración de la Pedagogía Multirracial. La elección se justifica por la frecuencia con la que se citan o que sus ideas aparezcan implícitamente en las fuentes investigadas. El resultado esperado es un subsidio para comprender la trayectoria educativa de la población negra en el país y para la construcción de pedagogías emancipadoras para esta población.O objetivo deste trabalho foi analisar as bases filosóficas das pedagogias multirraciais, desenvolvidas no Brasil, por grupos vinculados ao Movimento Negro, no caso, a Pedagogia Multirracial desenvolvida no Rio de Janeiro, na década de 80 do século XX, e a Pedagogia Multirracial e Popular, implementada no Estado de Santa Catarina, nas décadas iniciais do século XXI, pelo Núcleo de Estudos Negros (NEN), entidade do Movimento Negro, de Florianópolis. A pesquisa, de cunho filosófico-educacional, toma como fontes o acervo documental dos dois Movimentos, os depoimentos disponíveis de seus fundadores bem como estudos históricos e teóricos relacionados à educação étnico-racial no Brasil. Desse modo, apontaremos um breve estudo sobre como no Ocidente tem-se definido o tempo e a história, em sua conexão com a construção do outro, especialmente, do outro africano e do outro negro; evidenciando-se o caráter temporal e espacial, racialista e racista da filosofia e do pensamento ocidental. Para tanto, orientados pelo pensamento afrocêntrico de Molefe Kete Asante (1980) e Ama Mazama (2009), realizamos uma crítica à constituição do pensamento educacional nas instituições de ensino brasileiras e à ausência de conteúdos da história da África nos currículos escolares. Para reforçar essa crítica, avaliamos o quanto a colonização foi fundamental para concretizar o racismo como alicerce de qualquer possibilidade de protagonismo do legado africano. Nossa análise também mostrou que o modelo eurocêntrico de educação implementado no país tem por objetivo negar qualquer contribuição epistêmica de grupos marginalizados pela história, essa negação ganha corpo com o epistemicídio que invisibiliza a proposta pedagógica desses movimentos, mantendo-as fora do cenário educacional. A pesquisa indicou que a proposta pedagógica desses movimentos apoia-se em categorias epistemológicas e antropológicas assentes sobre um pensamento filosófico afrocentrado, de modo a se constituir como caminho que conduz a uma educação antirracista. Nossa análise também mostrou a influência do multiculturalismo em sua vertente crítica, comprometida não apenas com o reconhecimento da diversidade, mas com o questionamento das relações de poder desiguais que acentuam e produzem as diferenças e conduzem a atitudes de preconceito e exclusão. Apontamos importância das obras de Abdias do Nascimento, Molefi Kete Asante, Kabengele Munanga e Peter Mclaren na elaboração da Pedagogia Multirracial. A escolha se justifica pela frequência em que são citados ou que implicitamente suas idéias aparecem nas fontes pesquisadas. O resultado esperado é um subsídio para o entendimento da trajetoria educacional da população negra no país e para a construção de pedagogias emancipadoras para essa população.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2020-12-28T17:43:35Z No. of bitstreams: 1 Gilca Ribeiro dos Santos.pdf: 1455910 bytes, checksum: 920ac9fdcabfee9ecd5f68adc21aec7b (MD5)Made available in DSpace on 2020-12-28T17:43:35Z (GMT). No. of bitstreams: 1 Gilca Ribeiro dos Santos.pdf: 1455910 bytes, checksum: 920ac9fdcabfee9ecd5f68adc21aec7b (MD5) Previous issue date: 2020-10-26application/pdfporUniversidade Nove de JulhoPrograma de Pós-Graduação em EducaçãoUNINOVEBrasilEducaçãomovimento negroeducação etno-racialpedagogia multirracialafrocentricidadeeurocentrismoeducação multiculturalblack movementethno-racial educationmultiracial pedagogyafrocentricityeurocentrismmulticultural educationmovimiento negroeducación etno-racialpedagogía multirracialafrocentrismoeurocentrismoeducación multiculturalCIENCIAS HUMANAS::EDUCACAOFundamentos filosóficos da pedagogia multirracial: propostas dos movimentos negros do Rio de Janeiro e Santa Catarina (1980-2000)Philosophical foundations of multiracial pedagogy: proposals of the black movements of Santa Catarina and Rio de Janeiro (1980-2000)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALGilca Ribeiro dos Santos.pdfGilca Ribeiro dos Santos.pdfapplication/pdf1455910http://localhost:8080/tede/bitstream/tede/2420/2/Gilca+Ribeiro+dos+Santos.pdf920ac9fdcabfee9ecd5f68adc21aec7bMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/2420/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/24202021-07-01 17:57:10.011oai:localhost: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Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2021-07-01T20:57:10Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
Fundamentos filosóficos da pedagogia multirracial: propostas dos movimentos negros do Rio de Janeiro e Santa Catarina (1980-2000) |
dc.title.alternative.eng.fl_str_mv |
Philosophical foundations of multiracial pedagogy: proposals of the black movements of Santa Catarina and Rio de Janeiro (1980-2000) |
title |
Fundamentos filosóficos da pedagogia multirracial: propostas dos movimentos negros do Rio de Janeiro e Santa Catarina (1980-2000) |
spellingShingle |
Fundamentos filosóficos da pedagogia multirracial: propostas dos movimentos negros do Rio de Janeiro e Santa Catarina (1980-2000) Santos, Gilca Ribeiro dos movimento negro educação etno-racial pedagogia multirracial afrocentricidade eurocentrismo educação multicultural black movement ethno-racial education multiracial pedagogy afrocentricity eurocentrism multicultural education movimiento negro educación etno-racial pedagogía multirracial afrocentrismo eurocentrismo educación multicultural CIENCIAS HUMANAS::EDUCACAO |
title_short |
Fundamentos filosóficos da pedagogia multirracial: propostas dos movimentos negros do Rio de Janeiro e Santa Catarina (1980-2000) |
title_full |
Fundamentos filosóficos da pedagogia multirracial: propostas dos movimentos negros do Rio de Janeiro e Santa Catarina (1980-2000) |
title_fullStr |
Fundamentos filosóficos da pedagogia multirracial: propostas dos movimentos negros do Rio de Janeiro e Santa Catarina (1980-2000) |
title_full_unstemmed |
Fundamentos filosóficos da pedagogia multirracial: propostas dos movimentos negros do Rio de Janeiro e Santa Catarina (1980-2000) |
title_sort |
Fundamentos filosóficos da pedagogia multirracial: propostas dos movimentos negros do Rio de Janeiro e Santa Catarina (1980-2000) |
author |
Santos, Gilca Ribeiro dos |
author_facet |
Santos, Gilca Ribeiro dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Severino, Antonio Joaquim |
dc.contributor.referee1.fl_str_mv |
Severino, Antonio Joaquim |
dc.contributor.referee2.fl_str_mv |
Almeida, Cleide |
dc.contributor.referee3.fl_str_mv |
Siquelli, Sônia Aparecida |
dc.contributor.referee4.fl_str_mv |
Dias, Elaine Dal Mas |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1989456134542568 |
dc.contributor.author.fl_str_mv |
Santos, Gilca Ribeiro dos |
contributor_str_mv |
Severino, Antonio Joaquim Severino, Antonio Joaquim Almeida, Cleide Siquelli, Sônia Aparecida Dias, Elaine Dal Mas |
dc.subject.por.fl_str_mv |
movimento negro educação etno-racial pedagogia multirracial afrocentricidade eurocentrismo educação multicultural |
topic |
movimento negro educação etno-racial pedagogia multirracial afrocentricidade eurocentrismo educação multicultural black movement ethno-racial education multiracial pedagogy afrocentricity eurocentrism multicultural education movimiento negro educación etno-racial pedagogía multirracial afrocentrismo eurocentrismo educación multicultural CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
black movement ethno-racial education multiracial pedagogy afrocentricity eurocentrism multicultural education |
dc.subject.spa.fl_str_mv |
movimiento negro educación etno-racial pedagogía multirracial afrocentrismo eurocentrismo educación multicultural |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The objective of this work was to analyze the philosophical bases of multiracial pedagogies, developed in Brazil, by groups linked to the Black Movement, in this case, the Multiracial Pedagogy developed in Rio de Janeiro, in the 80s of the 20th century, and the Multiracial and Popular Pedagogy , implemented in the State of Santa Catarina, in the early decades of the 21st century, by the Center for Black Studies (NEN), an entity of the Black Movement, in Florianópolis. The research, of a philosophical and educational nature, takes as sources the documentary collection of the two Movements, the testimonies available from their founders as well as historical and theoretical studies related to ethnic-racial education in Brazil. In this way, we will point out a brief study on how time and history have been defined in the West, in their connection with the construction of the other, especially the other African and the other black; evidencing the temporal and spatial, racialist and racist character of Western philosophy and thought. Therefore, guided by the Afrocentric thinking of Molefe Kete Asante (1980) and Ama Mazama (2009), we criticize the constitution of educational thought in Brazilian educational institutions and the absence of African history content in school curricula. To reinforce this criticism, we assessed how essential colonization was to concretize racism as the foundation of any possibility of protagonism in the African legacy. Our analysis also showed that the Eurocentric model of education implemented in the country aims to deny any epistemic contribution of groups marginalized by history, this denial takes shape with the epistemicide that makes the pedagogical proposal of these movements invisible, keeping them out of the educational scenario. The research indicated that the pedagogical proposal of these movements is based on epistemological and anthropological categories based on an Afro-centered philosophical thought, in order to constitute itself as a path that leads to an anti-racist education. Our analysis also showed the influence of multiculturalism in its critical aspect, committed not only to the recognition of diversity, but to the questioning of unequal power relations that accentuate and produce differences and lead to attitudes of prejudice and exclusion. We point out the importance of the works of Abdias do Nascimento, Molefi Kete Asante, Kabengele Munanga and Peter Mclaren in the elaboration of Multiracial Pedagogy. The choice is justified by the frequency in which they are cited or that their ideas implicitly appear in the researched sources. The expected result is a subsidy for understanding the educational trajectory of the black population in the country and for the construction of emancipatory pedagogies for this population. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-12-28T17:43:35Z |
dc.date.issued.fl_str_mv |
2020-10-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Santos, Gilca Ribeiro dos. Fundamentos filosóficos da pedagogia multirracial: propostas dos movimentos negros do Rio de Janeiro e Santa Catarina (1980-2000). 2020. 146 f. Tese( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/2420 |
identifier_str_mv |
Santos, Gilca Ribeiro dos. Fundamentos filosóficos da pedagogia multirracial: propostas dos movimentos negros do Rio de Janeiro e Santa Catarina (1980-2000). 2020. 146 f. Tese( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo. |
url |
http://bibliotecatede.uninove.br/handle/tede/2420 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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dc.rights.driver.fl_str_mv |
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eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UNINOVE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.source.none.fl_str_mv |
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Universidade Nove de Julho (UNINOVE) |
instacron_str |
UNINOVE |
institution |
UNINOVE |
reponame_str |
Biblioteca Digital de Teses e Dissertações da Uninove |
collection |
Biblioteca Digital de Teses e Dissertações da Uninove |
bitstream.url.fl_str_mv |
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MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE) |
repository.mail.fl_str_mv |
bibliotecatede@uninove.br||bibliotecatede@uninove.br |
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1811016881313677312 |