O currículo escolar e as suas possibilidades em relação à superação do racismo
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://repositorio.pucsp.br/jspui/handle/handle/24694 |
Resumo: | This Doctoral dissertation is part of the discussions proposed by the Education and Research Group on Curricular Justice (Grupo de Educação e Pesquisa em Justiça Curricular - GEPEJUC), led by PhD Professor Branca Jurema Ponce, focusing on the principles of the Curricular Justice and its dimensions: knowledge, care and coexistence. The object of research is the relationship between the school curriculum and the overcoming of racism. Racism is understood as a social construction that structurally affects the life of the black population, including through the school curriculum, so it is necessary to overcome it. As a hypothesis, it is defined that Education for ethnic-racial relations, as provided by Law no. 10,639/2003, reedited by Law no. 11,645/2008, is a public policy that allows the recognition, confrontation and overcoming of racism. It is admitted that Education for ethnic-racial relations is materialized in the school curriculum under the aegis of knowledge, care and coexistence (dimensions of Curricular Justice), from the collective construction of curricula, the political formation of subjects, the acceptance of diversities, the promotion of intercultural dialogue, the proposition of black representation, enabling the strengthening of black identity. The general objective of this Doctoral dissertation is to build knowledge about the school curriculum, identifying emphases and challenges in relation to the recognition, confrontation and overcoming of racism as racial prejudice and discrimination. The specific objectives are: a) to conduct exploratory research to approach the object of study through: Systematic Literature Review (SLR) in academic research on racism in the school curriculum, interviews and questionnaires; b) to identify curricular practices for recognizing, confronting and overcoming racism in the context of public schools through: observations, interviews and document analysis. The insertion in a public school in the city of São Paulo, Brazil, occurred through the observation of curricular practices; interview with school management, pedagogical coordination and teachers; and analysis of the Pedagogical Master Plan of the school unit. The research presents a qualitative approach, according to Chizzotti (2014), from bibliographic and documentary basis. The research instruments are based on Gil (2008), Brandão (2003) and Severino (2007). The collected data were approached in line with the content analysis proposed by Bardin (2016). The theoretical contribution is formed by: Apple (2000, 2006, 2017), Apple and Beane (2001), Torres Santomé (1995, 1997, 2011, 2013), Ponce (2006, 2016, 2018), Ponce and Araújo (2019), Ponce and Neri (2015, 2017) and Neri (2018), about the school curriculum; Munanga (1986, 1994, 2004, 2005a, 2005b, 2008, 2010, 2013, 2014, 2015), who contributes to the reflection on racism and its manifestations; Gomes (2003, 2005a, 2005b, 2008, 2010a, 2010b, 2011a, 2011b, 2012a, 2012b, 2019a, 2019b) and Silva (2005, 2007, 2012, 2018), who present elements about an education for ethnic-racial relations. The main results of this Thesis contributed to the construction of knowledge about education for ethnic-racial relations as a possibility of recognizing, confronting and overcoming racism through the school curriculum |
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Ponce, Branca Juremahttp://lattes.cnpq.br/1902799132408964http://lattes.cnpq.br/2756563994414186Ferrari, Alice Rosa de Sena2022-02-22T15:41:55Z2022-02-22T15:41:55Z2021-10-29Ferrari, Alice Rosa de Sena. O currículo escolar e as suas possibilidades em relação à superação do racismo. 2021. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, São Paulo, 2021.https://repositorio.pucsp.br/jspui/handle/handle/24694This Doctoral dissertation is part of the discussions proposed by the Education and Research Group on Curricular Justice (Grupo de Educação e Pesquisa em Justiça Curricular - GEPEJUC), led by PhD Professor Branca Jurema Ponce, focusing on the principles of the Curricular Justice and its dimensions: knowledge, care and coexistence. The object of research is the relationship between the school curriculum and the overcoming of racism. Racism is understood as a social construction that structurally affects the life of the black population, including through the school curriculum, so it is necessary to overcome it. As a hypothesis, it is defined that Education for ethnic-racial relations, as provided by Law no. 10,639/2003, reedited by Law no. 11,645/2008, is a public policy that allows the recognition, confrontation and overcoming of racism. It is admitted that Education for ethnic-racial relations is materialized in the school curriculum under the aegis of knowledge, care and coexistence (dimensions of Curricular Justice), from the collective construction of curricula, the political formation of subjects, the acceptance of diversities, the promotion of intercultural dialogue, the proposition of black representation, enabling the strengthening of black identity. The general objective of this Doctoral dissertation is to build knowledge about the school curriculum, identifying emphases and challenges in relation to the recognition, confrontation and overcoming of racism as racial prejudice and discrimination. The specific objectives are: a) to conduct exploratory research to approach the object of study through: Systematic Literature Review (SLR) in academic research on racism in the school curriculum, interviews and questionnaires; b) to identify curricular practices for recognizing, confronting and overcoming racism in the context of public schools through: observations, interviews and document analysis. The insertion in a public school in the city of São Paulo, Brazil, occurred through the observation of curricular practices; interview with school management, pedagogical coordination and teachers; and analysis of the Pedagogical Master Plan of the school unit. The research presents a qualitative approach, according to Chizzotti (2014), from bibliographic and documentary basis. The research instruments are based on Gil (2008), Brandão (2003) and Severino (2007). The collected data were approached in line with the content analysis proposed by Bardin (2016). The theoretical contribution is formed by: Apple (2000, 2006, 2017), Apple and Beane (2001), Torres Santomé (1995, 1997, 2011, 2013), Ponce (2006, 2016, 2018), Ponce and Araújo (2019), Ponce and Neri (2015, 2017) and Neri (2018), about the school curriculum; Munanga (1986, 1994, 2004, 2005a, 2005b, 2008, 2010, 2013, 2014, 2015), who contributes to the reflection on racism and its manifestations; Gomes (2003, 2005a, 2005b, 2008, 2010a, 2010b, 2011a, 2011b, 2012a, 2012b, 2019a, 2019b) and Silva (2005, 2007, 2012, 2018), who present elements about an education for ethnic-racial relations. The main results of this Thesis contributed to the construction of knowledge about education for ethnic-racial relations as a possibility of recognizing, confronting and overcoming racism through the school curriculumEsta Tese insere-se nas discussões propostas pelo Grupo de Educação e Pesquisa em Justiça Curricular (GEPEJUC), liderado pela Prof. a Dr. a Branca Jurema Ponce, com foco nos preceitos da Justiça Curricular e suas dimensões: conhecimento, cuidado e convivência. O objeto da pesquisa é a relação do currículo escolar com a superação do racismo. Compreende-se o racismo como uma construção social que estruturalmente atinge a vida da população negra, inclusive por meio do currículo escolar; é preciso, portanto, superá-lo. Como hipótese, define-se que a Educação para as relações étnicoraciais, conforme prevê a Lei Nº 10.639/2003, reeditada pela Lei Nº 11.645/2008, é uma política pública que possibilita o reconhecimento, o enfrentamento e a superação do racismo. Admite-se que a Educação para as relações étnico-raciais se materializa no currículo escolar sob a égide do conhecimento, do cuidado e da convivência (dimensões da Justiça Curricular), a partir da construção coletiva do currículo, da formação política dos sujeitos, da acolhida das diversidades, da promoção de diálogo intercultural, da proposição de representatividade negra, propiciando o fortalecimento da identidade negra. O objetivo geral da Tese é construir conhecimento sobre o currículo escolar, de modo a identificar ênfases e desafios em relação ao reconhecimento, ao enfrentamento e à superação do racismo como preconceito e discriminação racial. Como objetivos específicos, define-se: a) realizar pesquisa exploratória para aproximar-se do objeto de estudo por meio de: Revisão Sistemática de Literatura (RSL) em pesquisas acadêmicas sobre racismo no currículo escolar, entrevistas e questionários; b) identificar práticas curriculares de reconhecimento, de enfrentamento e de superação do racismo no contexto da escola pública por meio de: observações, entrevistas e análise de documentos. A inserção em uma escola pública do município de São Paulo ocorreu por meio da observação de práticas curriculares; de entrevista com a direção da escola, a coordenação pedagógica e os professores; e da análise do Projeto Político Pedagógico da unidade escolar. A pesquisa apresenta abordagem qualitativa, segundo Chizzotti (2014), a partir de base bibliográfica e documental. Os instrumentos de pesquisa pautamse em Gil (2008), Brandão (2003), Severino (2007). Os dados coletados foram abordados em consonância com a análise de conteúdo proposta por Bardin (2016). O aporte teórico é formado por: Apple (2000, 2006, 2017), Apple e Beane (2001), Torres Santomé (1995, 1997, 2011, 2013), Ponce (2006, 2016, 2018), Ponce e Araújo (2019), Ponce e Neri (2015, 2017) e Neri (2018), sobre o currículo escolar; Munanga (1986, 1994, 2004, 2005a, 2005b, 2008, 2010, 2013, 2014, 2015), que contribui para a reflexão sobre o racismo e suas manifestações; Gomes (2003, 2005a, 2005b, 2008, 2010a, 2010b, 2011a, 2011b, 2012a, 2012b, 2019a, 2019b) e Silva (2005, 2007, 2012, 2018), que apresentam elementos sobre uma educação para as relações étnico-raciais. Como principais resultados, esta Tese contribuiu para a construção de conhecimento sobre a educação para as relações étnico-raciais como possibilidade de reconhecimento, de enfrentamento e de superação do racismo por meio do currículo escolarCoordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPESporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULORacismoCurrículo escolarSujeitos do currículoJustiça CurricularEducação para as relações étnico-raciaisRacismSchool curriculumSubjects of the curriculumCurricular JusticeEducation for ethnic-racial relationsO currículo escolar e as suas possibilidades em relação à superação do racismoThe school curriculum and its possibilities in relation to overcoming racisminfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPORIGINALAlice Rosa de Sena Ferrari.pdfapplication/pdf1797628https://repositorio.pucsp.br/xmlui/bitstream/handle/24694/1/Alice%20Rosa%20de%20Sena%20Ferrari.pdf6db74f1c00d4915c8fff07e1cbc8f120MD51TEXTAlice Rosa de Sena Ferrari.pdf.txtAlice Rosa de Sena Ferrari.pdf.txtExtracted texttext/plain690170https://repositorio.pucsp.br/xmlui/bitstream/handle/24694/2/Alice%20Rosa%20de%20Sena%20Ferrari.pdf.txt4d432d9a842af8ab532a32626a2a6326MD52THUMBNAILAlice Rosa de Sena Ferrari.pdf.jpgAlice Rosa de Sena Ferrari.pdf.jpgGenerated Thumbnailimage/jpeg1179https://repositorio.pucsp.br/xmlui/bitstream/handle/24694/3/Alice%20Rosa%20de%20Sena%20Ferrari.pdf.jpg03c0fe1989430b33da85d3f5977df7b3MD53handle/246942022-02-23 08:06:46.334oai:repositorio.pucsp.br:handle/24694Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-02-23T11:06:46Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.pt_BR.fl_str_mv |
O currículo escolar e as suas possibilidades em relação à superação do racismo |
dc.title.alternative.en_US.fl_str_mv |
The school curriculum and its possibilities in relation to overcoming racism |
title |
O currículo escolar e as suas possibilidades em relação à superação do racismo |
spellingShingle |
O currículo escolar e as suas possibilidades em relação à superação do racismo Ferrari, Alice Rosa de Sena CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO Racismo Currículo escolar Sujeitos do currículo Justiça Curricular Educação para as relações étnico-raciais Racism School curriculum Subjects of the curriculum Curricular Justice Education for ethnic-racial relations |
title_short |
O currículo escolar e as suas possibilidades em relação à superação do racismo |
title_full |
O currículo escolar e as suas possibilidades em relação à superação do racismo |
title_fullStr |
O currículo escolar e as suas possibilidades em relação à superação do racismo |
title_full_unstemmed |
O currículo escolar e as suas possibilidades em relação à superação do racismo |
title_sort |
O currículo escolar e as suas possibilidades em relação à superação do racismo |
author |
Ferrari, Alice Rosa de Sena |
author_facet |
Ferrari, Alice Rosa de Sena |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ponce, Branca Jurema |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1902799132408964 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2756563994414186 |
dc.contributor.author.fl_str_mv |
Ferrari, Alice Rosa de Sena |
contributor_str_mv |
Ponce, Branca Jurema |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
topic |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO Racismo Currículo escolar Sujeitos do currículo Justiça Curricular Educação para as relações étnico-raciais Racism School curriculum Subjects of the curriculum Curricular Justice Education for ethnic-racial relations |
dc.subject.por.fl_str_mv |
Racismo Currículo escolar Sujeitos do currículo Justiça Curricular Educação para as relações étnico-raciais |
dc.subject.eng.fl_str_mv |
Racism School curriculum Subjects of the curriculum Curricular Justice Education for ethnic-racial relations |
description |
This Doctoral dissertation is part of the discussions proposed by the Education and Research Group on Curricular Justice (Grupo de Educação e Pesquisa em Justiça Curricular - GEPEJUC), led by PhD Professor Branca Jurema Ponce, focusing on the principles of the Curricular Justice and its dimensions: knowledge, care and coexistence. The object of research is the relationship between the school curriculum and the overcoming of racism. Racism is understood as a social construction that structurally affects the life of the black population, including through the school curriculum, so it is necessary to overcome it. As a hypothesis, it is defined that Education for ethnic-racial relations, as provided by Law no. 10,639/2003, reedited by Law no. 11,645/2008, is a public policy that allows the recognition, confrontation and overcoming of racism. It is admitted that Education for ethnic-racial relations is materialized in the school curriculum under the aegis of knowledge, care and coexistence (dimensions of Curricular Justice), from the collective construction of curricula, the political formation of subjects, the acceptance of diversities, the promotion of intercultural dialogue, the proposition of black representation, enabling the strengthening of black identity. The general objective of this Doctoral dissertation is to build knowledge about the school curriculum, identifying emphases and challenges in relation to the recognition, confrontation and overcoming of racism as racial prejudice and discrimination. The specific objectives are: a) to conduct exploratory research to approach the object of study through: Systematic Literature Review (SLR) in academic research on racism in the school curriculum, interviews and questionnaires; b) to identify curricular practices for recognizing, confronting and overcoming racism in the context of public schools through: observations, interviews and document analysis. The insertion in a public school in the city of São Paulo, Brazil, occurred through the observation of curricular practices; interview with school management, pedagogical coordination and teachers; and analysis of the Pedagogical Master Plan of the school unit. The research presents a qualitative approach, according to Chizzotti (2014), from bibliographic and documentary basis. The research instruments are based on Gil (2008), Brandão (2003) and Severino (2007). The collected data were approached in line with the content analysis proposed by Bardin (2016). The theoretical contribution is formed by: Apple (2000, 2006, 2017), Apple and Beane (2001), Torres Santomé (1995, 1997, 2011, 2013), Ponce (2006, 2016, 2018), Ponce and Araújo (2019), Ponce and Neri (2015, 2017) and Neri (2018), about the school curriculum; Munanga (1986, 1994, 2004, 2005a, 2005b, 2008, 2010, 2013, 2014, 2015), who contributes to the reflection on racism and its manifestations; Gomes (2003, 2005a, 2005b, 2008, 2010a, 2010b, 2011a, 2011b, 2012a, 2012b, 2019a, 2019b) and Silva (2005, 2007, 2012, 2018), who present elements about an education for ethnic-racial relations. The main results of this Thesis contributed to the construction of knowledge about education for ethnic-racial relations as a possibility of recognizing, confronting and overcoming racism through the school curriculum |
publishDate |
2021 |
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2021-10-29 |
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2022-02-22T15:41:55Z |
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2022-02-22T15:41:55Z |
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Ferrari, Alice Rosa de Sena. O currículo escolar e as suas possibilidades em relação à superação do racismo. 2021. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, São Paulo, 2021. |
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https://repositorio.pucsp.br/jspui/handle/handle/24694 |
identifier_str_mv |
Ferrari, Alice Rosa de Sena. O currículo escolar e as suas possibilidades em relação à superação do racismo. 2021. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo da Pontifícia Universidade Católica de São Paulo, São Paulo, 2021. |
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Faculdade de Educação |
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