Afirmações e silenciamentos sobre a temática racial no ENEM

• Autor(a) principal: Souza, Luiz Eduardo Espindola de
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10722
• topic: Education and Race Relations; Race; Desconstruction; Iterability; ENEM; Educação e Relações Raciais; Raça; Desconstrução; Iterabilidade; ENEM; Educação; História; Relações raciais; Ensino médio - Avaliação - Brasil; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Brazilian society has achieved important advances in the appreciation of the legacy of black people in various sectors of the society in recent decades. The continuous activity of local and international black movements played a major role in this achievement. However, the country notably remains based in a daily racist behaviour. The questioning of meanings generated and shared socially in the enunciation about the racial theme in different social texts is one possibility to face this situation. The philosopher Jacques Derrida s theories collaborate in the questioning of social meanings, mainly the philosopher s propositions about the deconstruction, iterability and performativity of the language. Therefore, I reflect on the enunciations of the racial theme in the texts of Exame Nacional do Ensino Médio/ENEM in this dissertation, in a perspective of the education focused in the race relations, keeping a dialogue with authors dedicated to discussions related to this subject in the Brazilian context, for instance, Nilma Lino Gomes and Iolanda Oliveira, among others. This approached allowed to reflect on notions of race and racial identity in non-essentialists terms, and to conclude that the questions related to racial themes in ENEM collaborate, performatively, to make it concrete in the social scenario. I organized the discussion about the questions of ENEM in four iteration flows race relations, black identification, African narratives and narratives about black arts aiming to allow the questioning of the texts of ENEM. These flows allowed inferring about the enunciated appreciation in both statements and omission of the racial theme promoted in this national exam. Furthermore, I raised the potentiality of the performative of ENEM related to this theme, in every annual edition of this exam (1998 2015), including a focus on its wording proposal. The predominant narratives in the society in general do not challenge the myth of the racial democracy, tend to make the black identification negative and whenever the African continent is enunciated it is only linked to the colonialism. These narratives are hardly ever contested in ENEM as they promote an ambivalent and/or repeated approach of these social narratives