Negritude na escola: compreensões e práticas de educadores de um Centro Integrado de Educação de Jovens e Adultos em São Paulo

• Autor(a) principal: Carvalho, Mariana Avelina Miranda
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/22104
• topic: Educação multicultural - Brasil; Programas de ação afirmativa na educação; Professores de educação de jovens e adultos; Cultura afro-brasileira - Estudo e ensino; Multicultural education - Brazil; Affirmative action programs in education; Education of youths and adults teachers; Afro-Brazilian culture - Study and teaching; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM

The present work proposes an investigation about the understandings of the teachers of an Integrated Center of Education of Young and Adult (CIEJA) on blackness, and how this understanding manifests itself in its practices. The research was carried out in a school in the North Zone of the city of São Paulo, marked by a large concentration of black people. This is a qualitative research, from an interventional and dialogical nature, used by the Research Group on Educational Practices and Psychoeducational Attention to the Family, School and Community (ECOFAM), of the Graduate Program in Education: Educational Psychology of PUC-SP. The procedures used in the research were the participant observation and the reflective encounter, proposed by Szymanski, H. The meetings were recorded and transcribed, thus, they made possible an analysis from the concept of constellations proposed by Szymanski, H, in tune with the bibliography related to the theme. The Master thesis sought to understand how ethnic-racial issues are taking shape in the school from the teachers' perspective. And also to investigate what are the teachers' understandings about race relations; the unfoldings to the institutions derived from this kind of discussion; and how it gives the teachers sensitization in the daily school. The results point out that teachers' understandings about blackness are diverse. This diversity can be observed through them practices. It was also observed that the discourse of the teaching staff committed to the ethnic-racial debate is aligned with the proposals of the black movements, as a result of the intense articulation between the institution and local groups that dialogue and intervene in school