O corpo negro e educação: discutindo questões étnico-raciais em um projeto político-pedagógico-participativo

• Autor(a) principal: Araújo, Angela Maris Murillo
• Data de Publicação: 2020
• 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/23358
• topic: Corporeidade negra; Projeto político-pedagógico-participativo; Discriminação na educação; Black corporeality; Political-pedagogical-participative project; Discrimination in education; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM

This dissertation has as its theme the black body and education: discussing ethnic-racial issues in a political-pedagogical-participatory project (PPPP). Such a theme arises from the need to insert ethnic-racial issues in the PPPPs of three educational institutions in a territory of the majority black population. The question that guides this research is: How does the inclusion of ethnic-racial issues, within the scope of formal and not formal education institutions, take place in a political-pedagogical-participatory project? The general objective is to monitor and describe how the process of inserting the theme of black corporeality into a PPPP takes place. The specific objectives are: a) to contribute to the inclusion of the ethnic-racial issue in the political-pedagogical-participative project; b) make room for the systematic discussion of the racial issue in the community; c) strengthen the partnership between university and community; to think about black existences in school and educational daily life. The theoretical framework is composed mainly of studies guided by the phenomenological approach (CRITELLI, 2006; MERLEAU-PONTY, 2018/1945; FANON, 2008/1952), (FREIRE, 1996; 2001/1993; 2008/1993) and also by investigations on issues ethnic-racial (MUNANGA, 2012; 2015; 2019a; 2019 b; ALMEIDA, 2018; GOMES, 2005a; 2005b; 2003a; 2003b; BRASIL, 2003) and on the Political-Pedagogical Project (VEIGA, 1995; SAUL; SAUL, 2013) . It is a qualitative, participatory, interventional and dialogical research, in which teachers and managers from two Child Education Centers (CEI) and a Children and Adolescents Center (CAC). The discussions, which took place in a reflective meeting (SZYMANSKI; SZYMANSKI, 2014), were recorded, transcribed and organized in “units of meaning” and in “constellations”. The results led to the following findings: the absence of the theme of the black body in the discussions for the PPPP was related to the lack of understanding of who, in fact, can be considered black man or black woman in Brazil; that there is a misunderstanding that one of the causes of racism in Brazil is related to the fact that blacks themselves are not supposed to accept themselves as such; initial and permanent teacher training on this topic is insufficient. It became evident that the dialogue according to what guides Freire's theory is an important instrument both for valuing the knowledge of educators built on experience and for the incorporation of new knowledge. At the end of the work, some contributions to the anti-racist educational praxis are presented