School curriculum and the production of afro-descendants in a public school in Campo Grande (MS) with high basic education development index (IDEB)

Detalhes bibliográficos
Autor(a) principal: Backes, José Licínio
Data de Publicação: 2016
Tipo de documento: Artigo
Idioma: por
Título da fonte: Acta Scientiarum. Human and Social Sciences (Online)
Texto Completo: http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/27518
Resumo: The construction process of Afro-descendants through the school curriculum is analyzed. The curriculum is seen as a plethora of meanings that does not merely address contents but also produce identities and differences. Based on ethnic-racial studies, current paper analyzes interviews with six teachers from a government-run school in Campo Grande MS Brazil with a high basic education development index (IDEB) in the final grades of basic education in 2011. Results showed that interviewed teachers, as products of coloniality, still regard racial difference as something to be ignored at school in the name of equality, and probably they fail to perceive racist relationships. However, coloniality has been questioned by social movements, particularly by the Black Movement. Certain signs of decolonization have been noted in the interviews with teachers, as when, for instance, a teacher, although claiming he had not seen racism at school, said that he instructed students not to tell jokes that would disqualify any human race. Likewise, teachers always state that Law 10.639/2003 contributed towards the decrease of racism at school.
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spelling School curriculum and the production of afro-descendants in a public school in Campo Grande (MS) with high basic education development index (IDEB)O currículo e a produção de sujeitos afrodescendentes em uma escola pública estadual de Campo Grande (MS) com alto IDEBethnic-racial studiesidentitiescolonialityestudos étnico-raciaisidentidadescolonialidadeEducaçãoThe construction process of Afro-descendants through the school curriculum is analyzed. The curriculum is seen as a plethora of meanings that does not merely address contents but also produce identities and differences. Based on ethnic-racial studies, current paper analyzes interviews with six teachers from a government-run school in Campo Grande MS Brazil with a high basic education development index (IDEB) in the final grades of basic education in 2011. Results showed that interviewed teachers, as products of coloniality, still regard racial difference as something to be ignored at school in the name of equality, and probably they fail to perceive racist relationships. However, coloniality has been questioned by social movements, particularly by the Black Movement. Certain signs of decolonization have been noted in the interviews with teachers, as when, for instance, a teacher, although claiming he had not seen racism at school, said that he instructed students not to tell jokes that would disqualify any human race. Likewise, teachers always state that Law 10.639/2003 contributed towards the decrease of racism at school.O artigo objetiva refletir sobre o processo de construção dos sujeitos afrodescendentes por meio do currículo escolar. O currículo é visto como uma arena de significados que, além de lidar com conteúdos, produz sujeitos, identidades e diferenças. O artigo traz a análise, com base nos estudos étnico-raciais, de entrevistas realizadas com seis professores de uma escola pública estadual do Município de Campo Grande (MS) com alto IDEB, nos anos finais do ensino fundamental, em 2011. Concluímos que os professores entrevistados, por serem um produto da colonialidade, ainda veem a diferença como uma presença na escola a ser ignorada em nome da igualdade e tendem a não perceber relações racistas. Entretanto, a colonialidade está sendo questionada pela luta dos movimentos sociais, notadamente pelo movimento negro. Nas entrevistas com os professores, também observamos alguns sinais de descolonização quando, por exemplo, um professor, mesmo afirmando que não vê racismo, afirma que ensina que não se podem contar piadas que desqualificam alguma raça. Da mesma forma, os professores, quando faziam referência à existência da Lei 10.639/2003, sempre era no sentido de que ela contribui para diminuir o racismo na escola. Universidade Estadual De Maringá2016-06-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPesquisa empírica de campo.application/pdfhttp://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/2751810.4025/actascihumansoc.v38i1.27518Acta Scientiarum. Human and Social Sciences; Vol 38 No 1 (2016); 49-56Acta Scientiarum. Human and Social Sciences; v. 38 n. 1 (2016); 49-561807-86561679-7361reponame:Acta Scientiarum. Human and Social Sciences (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttp://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/27518/pdfBackes, José Licínioinfo:eu-repo/semantics/openAccess2016-07-11T13:30:22Zoai:periodicos.uem.br/ojs:article/27518Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/indexPUBhttp://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/oai||actahuman@uem.br1807-86561679-7361opendoar:2016-07-11T13:30:22Acta Scientiarum. Human and Social Sciences (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv School curriculum and the production of afro-descendants in a public school in Campo Grande (MS) with high basic education development index (IDEB)
O currículo e a produção de sujeitos afrodescendentes em uma escola pública estadual de Campo Grande (MS) com alto IDEB
title School curriculum and the production of afro-descendants in a public school in Campo Grande (MS) with high basic education development index (IDEB)
spellingShingle School curriculum and the production of afro-descendants in a public school in Campo Grande (MS) with high basic education development index (IDEB)
Backes, José Licínio
ethnic-racial studies
identities
coloniality
estudos étnico-raciais
identidades
colonialidade
Educação
title_short School curriculum and the production of afro-descendants in a public school in Campo Grande (MS) with high basic education development index (IDEB)
title_full School curriculum and the production of afro-descendants in a public school in Campo Grande (MS) with high basic education development index (IDEB)
title_fullStr School curriculum and the production of afro-descendants in a public school in Campo Grande (MS) with high basic education development index (IDEB)
title_full_unstemmed School curriculum and the production of afro-descendants in a public school in Campo Grande (MS) with high basic education development index (IDEB)
title_sort School curriculum and the production of afro-descendants in a public school in Campo Grande (MS) with high basic education development index (IDEB)
author Backes, José Licínio
author_facet Backes, José Licínio
author_role author
dc.contributor.author.fl_str_mv Backes, José Licínio
dc.subject.por.fl_str_mv ethnic-racial studies
identities
coloniality
estudos étnico-raciais
identidades
colonialidade
Educação
topic ethnic-racial studies
identities
coloniality
estudos étnico-raciais
identidades
colonialidade
Educação
description The construction process of Afro-descendants through the school curriculum is analyzed. The curriculum is seen as a plethora of meanings that does not merely address contents but also produce identities and differences. Based on ethnic-racial studies, current paper analyzes interviews with six teachers from a government-run school in Campo Grande MS Brazil with a high basic education development index (IDEB) in the final grades of basic education in 2011. Results showed that interviewed teachers, as products of coloniality, still regard racial difference as something to be ignored at school in the name of equality, and probably they fail to perceive racist relationships. However, coloniality has been questioned by social movements, particularly by the Black Movement. Certain signs of decolonization have been noted in the interviews with teachers, as when, for instance, a teacher, although claiming he had not seen racism at school, said that he instructed students not to tell jokes that would disqualify any human race. Likewise, teachers always state that Law 10.639/2003 contributed towards the decrease of racism at school.
publishDate 2016
dc.date.none.fl_str_mv 2016-06-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Pesquisa empírica de campo.
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/27518
10.4025/actascihumansoc.v38i1.27518
url http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/27518
identifier_str_mv 10.4025/actascihumansoc.v38i1.27518
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/27518/pdf
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual De Maringá
publisher.none.fl_str_mv Universidade Estadual De Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Human and Social Sciences; Vol 38 No 1 (2016); 49-56
Acta Scientiarum. Human and Social Sciences; v. 38 n. 1 (2016); 49-56
1807-8656
1679-7361
reponame:Acta Scientiarum. Human and Social Sciences (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Human and Social Sciences (Online)
collection Acta Scientiarum. Human and Social Sciences (Online)
repository.name.fl_str_mv Acta Scientiarum. Human and Social Sciences (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv ||actahuman@uem.br
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