We do have racism; we should act against it, not just discuss it: the practiced curriculum and ethnic-racial issues in school
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Linhas (Florianópolis. Online) |
Texto Completo: | https://www.periodicos.udesc.br/index.php/linhas/article/view/24083 |
Resumo: | The purpose of this study is to understand students' perceived meanings related to ethnic-racial relations, racism, and the construction of a Black identity in school. This study was conducted at the Territorial Center for Vocational Education (CETEP) - Sertão Produtivo in Caetité, Bahia. The contributions of Boaventura Souza Santos (2003), Kabengele Munanga (1994, 2005, 2006, 2008 and 2009), Hélio Santos (2003 and 2008), Paulo Freire (1996, 2001, 2009 and 2011), Gomes (2008 and 2011), Valente (1995) and Sacristán (2000), among others, support this study. Methodologically, references to ethno-racial issues and empirical data from the content analysis of statements of students of the Secretarial Course of Technical Vocational Education in High Schools, offered by the National Program for the Integration of Vocational Education with Basic Education in the Modality of Youth and Adult Education (PROEJA) of CETEP-Productive Hinterland, are presented. The results show, in the statements of the students, the lack of in-depth studies on ethnic-racial issues in the school curriculum, which could allow the construction of a positive identity of the black population. To this end, it is pointed out the need for effective intervention by government agencies to ensure teacher training that includes studies on ethno-racial and political issues in schools, to guarantee equality and meet the demands of social movements and the recognition of the cultural contribution of Afro-Brazilians. |
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We do have racism; we should act against it, not just discuss it: the practiced curriculum and ethnic-racial issues in schoolSí, tenemos racismo, debemos actuar contra el y no sólo discutirlo: el currículo y las cuestiones étnico-raciales en la escuelaNós temos racismo sim, deveríamos agir contra e não só discutir: o currículo praticado e as questões étnico-raciais na escolaquestões étnico-raciaisidentidaderacismocurrículo praticadoethno-racial issuesidentityracismcurriculum practicedaspectos étnico-racialesidentidadracismocurrículoThe purpose of this study is to understand students' perceived meanings related to ethnic-racial relations, racism, and the construction of a Black identity in school. This study was conducted at the Territorial Center for Vocational Education (CETEP) - Sertão Produtivo in Caetité, Bahia. The contributions of Boaventura Souza Santos (2003), Kabengele Munanga (1994, 2005, 2006, 2008 and 2009), Hélio Santos (2003 and 2008), Paulo Freire (1996, 2001, 2009 and 2011), Gomes (2008 and 2011), Valente (1995) and Sacristán (2000), among others, support this study. Methodologically, references to ethno-racial issues and empirical data from the content analysis of statements of students of the Secretarial Course of Technical Vocational Education in High Schools, offered by the National Program for the Integration of Vocational Education with Basic Education in the Modality of Youth and Adult Education (PROEJA) of CETEP-Productive Hinterland, are presented. The results show, in the statements of the students, the lack of in-depth studies on ethnic-racial issues in the school curriculum, which could allow the construction of a positive identity of the black population. To this end, it is pointed out the need for effective intervention by government agencies to ensure teacher training that includes studies on ethno-racial and political issues in schools, to guarantee equality and meet the demands of social movements and the recognition of the cultural contribution of Afro-Brazilians.Este artículo presenta un estudio que tiene por objetivo comprender los significados de los estudiantes respecto a las relaciones étnico-raciales, el racismo y la construcción de identidad de la población negra en el espacio escolar. El estudio fue desarrollado en el Centro Territorial de Educación Profesional (CETEP) -Sertón Productivo en Caetité, Bahia. Fundamentado a partir de las contribuciones teóricas de Boaventura Souza Santos (2003), Kabengele Munanga (1994, 2005, 2006, 2008 y 2009), Hélio Santos (2003 y 2008), Paulo Freire (1996, 2001, 2009 y 2011), Gomes (2008 y 2011), Valente (1995) y Sacristán (2000), entre otros. Metodológicamente, se presentan referencias sobre los aspectos étnico-raciales y datos empíricos obtenidos a partir del análisis de contenido referente a los testimonios de los estudiantes del Curso de Educación Secundaria Técnica Profesional en Secretariado, ofrecido por el Programa Nacional de Integración de Educación Profesional con la Educación Básica en la modalidad de Educación de Jóvenes y Adultos (PROEJA) del CETEP-Sertón Productivo. En los testimonios de los estudiantes, los resultados evidencian la ausencia en el currículo escolar de estudios más detallados sobre los aspectos étnico-raciales, lo cual permitiría la construcción de una identidad positiva para la población negra. Por lo tanto, se señala la necesidad de una participación efectiva de los órganos del Estado para garantizar la formación del docente que realice estudios sobre estos aspectos étnico-raciales y políticas dirigidas a las instituciones escolares para garantizar la equidad de derechos y de este modo atender las demandas de los movimientos sociales y el reconocimiento por el aporte cultural de los afrobrasileños.Este artigo apresenta um estudo cujo objetivo é compreender os sentidos percebidos por estudantes acerca das relações étnico-raciais, do racismo e da construção da identidade da população negra no espaço escolar. Este estudo foi desenvolvido no Centro Territorial de Educação Profissional (CETEP), Sertão Produtivo em Caetité, Bahia. As contribuições de Boaventura Souza Santos (2003,) Kabengele Munanga (1994, 2005, 2006, 2008 e 2009), Hélio Santos (2003, e 2008), Paulo Freire (1996, 2001, 2009 e 2011) Gomes (2008 e 2011), Valente (1995), e Sacristán (2000), entre outros, fundamentam o estudo. Metodologicamente, são apresentados referenciais sobre as questões étnico-raciais e dados empíricos provenientes da análise de conteúdo de depoimentos de estudantes do Curso de Educação Profissional Técnica de Nível Médio em Secretariado, ofertado pelo Programa Nacional de Integração da Educação Profissional com a Educação Básica na modalidade de Educação de Jovens e Adultos (PROEJA) do CETEP -Sertão Produtivo. Os resultados evidenciam, nos depoimentos das e dos estudantes, a ausência de estudos mais aprofundados sobre as questões étnico-raciais no currículo praticado pela escola que possam permitir a construção de uma identidade positiva da população negra. Para tanto, aponta-se para a necessidade de intervenção efetiva dos órgãos estatais para garantirem a formação docente com estudos voltados às questões étnico-raciais e políticas voltadas às escolas para a garantia da equidade de direitos ao atendimento das demandas dos movimentos sociais e do reconhecimento da contribuição cultural dos afro-brasileiros.Universidade do Estado de Santa Catarina - UDESC2023-07-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.udesc.br/index.php/linhas/article/view/2408310.5965/1984723824552023124Revista Linhas; v. 24 n. 55 (2023): Educação de pessoas jovens, adultas e idosas em contextos político-pedagógicos e curriculares ; 124 - 1531984-723810.5965/1984723824552023reponame:Linhas (Florianópolis. Online)instname:Universidade do Estado de Santa Catarina (UDESC)instacron:(UDESC)porhttps://www.periodicos.udesc.br/index.php/linhas/article/view/24083/15824Copyright (c) 2023 Revista Linhashttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessPimentel, Celeste AparecidaPereira, Antonio Machado , Célia Tanajura2024-02-29T13:16:30Zoai::article/24083Revistahttps://www.periodicos.udesc.br/index.php/linhashttps://www.periodicos.udesc.br/index.php/linhas/oaivera.gaspar.udesc@gmail.com||revistalinhas@gmail.com1984-72381984-7238opendoar:2024-02-29T13:16:30Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)false |
dc.title.none.fl_str_mv |
We do have racism; we should act against it, not just discuss it: the practiced curriculum and ethnic-racial issues in school Sí, tenemos racismo, debemos actuar contra el y no sólo discutirlo: el currículo y las cuestiones étnico-raciales en la escuela Nós temos racismo sim, deveríamos agir contra e não só discutir: o currículo praticado e as questões étnico-raciais na escola |
title |
We do have racism; we should act against it, not just discuss it: the practiced curriculum and ethnic-racial issues in school |
spellingShingle |
We do have racism; we should act against it, not just discuss it: the practiced curriculum and ethnic-racial issues in school Pimentel, Celeste Aparecida questões étnico-raciais identidade racismo currículo praticado ethno-racial issues identity racism curriculum practiced aspectos étnico-raciales identidad racismo currículo |
title_short |
We do have racism; we should act against it, not just discuss it: the practiced curriculum and ethnic-racial issues in school |
title_full |
We do have racism; we should act against it, not just discuss it: the practiced curriculum and ethnic-racial issues in school |
title_fullStr |
We do have racism; we should act against it, not just discuss it: the practiced curriculum and ethnic-racial issues in school |
title_full_unstemmed |
We do have racism; we should act against it, not just discuss it: the practiced curriculum and ethnic-racial issues in school |
title_sort |
We do have racism; we should act against it, not just discuss it: the practiced curriculum and ethnic-racial issues in school |
author |
Pimentel, Celeste Aparecida |
author_facet |
Pimentel, Celeste Aparecida Pereira, Antonio Machado , Célia Tanajura |
author_role |
author |
author2 |
Pereira, Antonio Machado , Célia Tanajura |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Pimentel, Celeste Aparecida Pereira, Antonio Machado , Célia Tanajura |
dc.subject.por.fl_str_mv |
questões étnico-raciais identidade racismo currículo praticado ethno-racial issues identity racism curriculum practiced aspectos étnico-raciales identidad racismo currículo |
topic |
questões étnico-raciais identidade racismo currículo praticado ethno-racial issues identity racism curriculum practiced aspectos étnico-raciales identidad racismo currículo |
description |
The purpose of this study is to understand students' perceived meanings related to ethnic-racial relations, racism, and the construction of a Black identity in school. This study was conducted at the Territorial Center for Vocational Education (CETEP) - Sertão Produtivo in Caetité, Bahia. The contributions of Boaventura Souza Santos (2003), Kabengele Munanga (1994, 2005, 2006, 2008 and 2009), Hélio Santos (2003 and 2008), Paulo Freire (1996, 2001, 2009 and 2011), Gomes (2008 and 2011), Valente (1995) and Sacristán (2000), among others, support this study. Methodologically, references to ethno-racial issues and empirical data from the content analysis of statements of students of the Secretarial Course of Technical Vocational Education in High Schools, offered by the National Program for the Integration of Vocational Education with Basic Education in the Modality of Youth and Adult Education (PROEJA) of CETEP-Productive Hinterland, are presented. The results show, in the statements of the students, the lack of in-depth studies on ethnic-racial issues in the school curriculum, which could allow the construction of a positive identity of the black population. To this end, it is pointed out the need for effective intervention by government agencies to ensure teacher training that includes studies on ethno-racial and political issues in schools, to guarantee equality and meet the demands of social movements and the recognition of the cultural contribution of Afro-Brazilians. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-07-25 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.periodicos.udesc.br/index.php/linhas/article/view/24083 10.5965/1984723824552023124 |
url |
https://www.periodicos.udesc.br/index.php/linhas/article/view/24083 |
identifier_str_mv |
10.5965/1984723824552023124 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.periodicos.udesc.br/index.php/linhas/article/view/24083/15824 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Revista Linhas https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Revista Linhas https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Estado de Santa Catarina - UDESC |
publisher.none.fl_str_mv |
Universidade do Estado de Santa Catarina - UDESC |
dc.source.none.fl_str_mv |
Revista Linhas; v. 24 n. 55 (2023): Educação de pessoas jovens, adultas e idosas em contextos político-pedagógicos e curriculares ; 124 - 153 1984-7238 10.5965/1984723824552023 reponame:Linhas (Florianópolis. Online) instname:Universidade do Estado de Santa Catarina (UDESC) instacron:(UDESC) |
instname_str |
Universidade do Estado de Santa Catarina (UDESC) |
instacron_str |
(UDESC) |
institution |
(UDESC) |
reponame_str |
Linhas (Florianópolis. Online) |
collection |
Linhas (Florianópolis. Online) |
repository.name.fl_str_mv |
Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC) |
repository.mail.fl_str_mv |
vera.gaspar.udesc@gmail.com||revistalinhas@gmail.com |
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