Escola e Igreja: racismo preconceito e preconceito religioso

• Autor(a) principal: Silva, Antonio José da
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/21663
• topic: Afrodescendente; Neopentecostalismo; Educação; Afro-descent; Neo Pentecostalism; Education; CNPQ::CIENCIAS SOCIAIS APLICADAS

The law 10.639/03, 15 years old in 2018, is not a reality inside classrooms in Brazil, yet. It is an affirmative action policy, thus not universal, aimed at the breaking of the immobility and silence of various decades in the Brazilian teaching/learning system concerning African-descent issues. By means of a speech that there is not any law that forbids the participation of the mentioned ethnic group in the day-by-day of the Brazilian society, it is crystal clear the forms of discrimination, prejudice and yet racism itself, disseminated all over Brazilian society in tacit ways. The idea that Brazilians discriminates against discrimination, designed by Florestan Fernandes, is still a reality. There is silence about the mentioned situation, but there is not the inexistence of racism, as claimed by some Brazilians. The non-white Brazilian population is victim of both class and race prejudice, discrimination. The non-white woman, in a unique way, is three times a victim: class, race/ethnicity, and gender. This research aimed to present some causes of the mentioned discrimination, prejudice, focusing the daily school activities, inside class- rooms, where such forms of discrimination can be confirmed. It also tries and show how discrimination, prejudice against African-descent culture takes place in the daily school activities. It is a very difficult task, for there is lack of “official” evidences, thus the mentioned law is not a reality in the educational environment. Capturing discriminatory demonstrations was the most difficult task, for they are not explicit. We managed to hear it for the teachers, but we lack of any specific example to bring to the table. We expect that this work brings light to this silent situation that, in a subliminal way, is turning our schools into the everlasting so called “racial democracy