Cartas tecidas pelos fios do racismo na escola: tentativas de construção de invisibilidades étnico-racias

• Autor(a) principal: Nascimento, Marcelo Fernandes do
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18400
• topic: Políticas Públicas; Educação; Racismo; Escola; Invisibilidades; Ancestralidades; Identidades; Racism; School; Invisibilities; Ancestries; Identities; CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS

The objective of this research is to discuss racist practices that are still current in school proposals and tend to the construction of invisible black identities. In this context, the research focuses on black religious worships as a way of cultural expression and identity representation. It understands these worships as black re-elaboration and resignification of the arrival of hundreds of thousands African subjects who came to these lands and suffered because of forced labor. Racism faced day by day by people who have this heritage, as well as heritage of the territory of these worships, is historical, social, political and cultural production, which implies subjects’ formation. In this scenario, this study shows experiences of the researcher during more than two decades dedicated to Secretaria Municipal de Educação da Cidade do Rio de Janeiro. The experiences are presented through letters, in an emotional, discursive and dialogical meeting with the subjects who featured them. This racist production, sometimes visible and sometimes hidden, is the common point among all the stories brought into discussion. The theoretical assumptions are based on experiences of Larrosa (2014), writings and livings of Evaristo (2005), cultural production as expression of human of Sodré (2005), sociocultural identities of Hall (2003), racism in schools of Gomes (2002). The methodological proposal of this research is based on ethnographic studies, stablishing, through experience, through semi-structured interview, through school reports analysis, as well as through bibliographical review, the path that made this research possible. Cultural black identities, in this context, are understood as meaningful territories to ancient representation. The purpose of the letters is, by their reading, to re-signify school proposals and racial-ethnical productions that favor and respect differences which constitute men and women.