Uma cartografia da produção do racismo no currículo vivido no cotidiano escolar do ensino fundamental

• Autor(a) principal: Machado, Sandra Maria
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/6020
• topic: History; Slavery; Racism; Curriculum; História; Escravidão; Racismo; Currículos; Educação; 37

This research is characterized in a study about the processes of perpetuation of racism in Brazil and its ways to be up to date, from and to students of early grades of elementary school in a public school located in the region of Grande São Pedro, in the city of Vitória, ES. The survey aimed to gather in the official history of cartography, the marks left by slavery and how they are updated in the flow of quotidian of school. Also searched to problemize educators’ performances related to stances characterized as racist that, according to numerous studies, are constantly taking place in school life; how the school proposes, if it does, the resignification of the knowledge which were built and/or acquired during the teachers’ formation; how the African continent is represented into the curriculum practiced in schools and what the Political Pedagogical Project from the institution proposes about the topic in question. The methodology proposal of this research came from mapping concepts of cartography advocated by Rolnik (1989), Kastrup (2007) and others. Intercessors theorists to discuss the power and knowledge in school life and beyond were Certeau (1994, 1995), Carvalho (2007, 2008 and 2009), Ferraço (2004 and 2007), Sousa Santos (2002, 2006 and 2008), Santos (2002) and others. For the cultural studies we used the theoretical framework, Canclini (2008), Hall (2006 and 2008), Gomes (2002, (2003, 2005 and 2008) and others. The historical analysis, referring to race and racism, we based on Guimarães (1999 and 2002), Munanga (1989, 2000, 2008 and 2009), Hasenbalg (2005), Moore (2005, 2007 and 2008), Schwarcz (1997, 2006 and 2007) and others. Concludes that discussions about race in the school begin to appear, but in a truncated and nascent way, requiring investments, mainly in teacher formation