ANTI-RACIST EDUCATION AND POSSIBILITIES OF CRACKING WHITENESS: REFLECTIONS FROM THE EDUCAFRO CURRICULUM
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Linguagens, Educação e Sociedade (Online) |
Texto Completo: | https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3007 |
Resumo: | The purpose of this paper is to reflect on the curriculum of a popular pre-university entrance exam of the black movement, EDUCAFRO, thinking about possibilities of cracking whiteness in this space of non-formal education. This organization seeks access to higher education for blacks and the poor and has, as one of its main agendas, the fight against racism. The analyzes presented in the paper were produced through reflections on sources of research developed in the master's degree in dialogue with doctoral studies. The research data consisted of participant observation records, production of oral history interviews, an existing interview produced by other researchers and institutional documents of EDUCAFRO. Oral history, participant observation and document analysis were combined methodologies in the development of the research, which allowed a qualitative analysis. References are authors in the field of curriculum (MACEDO, 2006; 2015; 2017; and PINAR, 2016) and in the field of racial relations (GOMES, 2017; NOGUERA and ALVES, 2019; PEREIRA 2012; 2013; RIBEIRO, 2017; TRINDADE, 2006; 2013); including critical studies of whiteness (BENTO, 2002; 2016; FRANKENBERG, 1993; HELMS, 1990; PIZA, 2012; SCHUCMAN, 2012). Based on the research, I point out that knowledge produced and systematized by the black movement and anti-racist affections present in this curriculum bring re-education possibilities for the racial relations of white students and volunteers. I also indicate that possibilities of cracking whiteness can be produced in this and other spaces where anti-racist knowledge and affections are present, based on the agency of subjects who experience the educational process.Keywords: Curriculum; Ethnic-racial relations, Whiteness. |
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ANTI-RACIST EDUCATION AND POSSIBILITIES OF CRACKING WHITENESS: REFLECTIONS FROM THE EDUCAFRO CURRICULUMEDUCACIÓN ANTIRRACISTA Y POSIBILIDADES DE DE FISURA A LA BLANQUITUD: REFLEXIONES DESDE EL CURRÍCULO EDUCAFROEDUCAÇÂO ANTIRRACISTA E POSSIBILIDADES DE FISSURA À BRANQUITUDE: REFLEXÕES A PARTIR DO CURRÍCULO DA EDUCAFROCurrículo; Relações Étnico-raciais, branquitude.curriculum; ethnic-racial relations; whiteness.currículo;Relaciones étnico-raciales, Blanquitud.The purpose of this paper is to reflect on the curriculum of a popular pre-university entrance exam of the black movement, EDUCAFRO, thinking about possibilities of cracking whiteness in this space of non-formal education. This organization seeks access to higher education for blacks and the poor and has, as one of its main agendas, the fight against racism. The analyzes presented in the paper were produced through reflections on sources of research developed in the master's degree in dialogue with doctoral studies. The research data consisted of participant observation records, production of oral history interviews, an existing interview produced by other researchers and institutional documents of EDUCAFRO. Oral history, participant observation and document analysis were combined methodologies in the development of the research, which allowed a qualitative analysis. References are authors in the field of curriculum (MACEDO, 2006; 2015; 2017; and PINAR, 2016) and in the field of racial relations (GOMES, 2017; NOGUERA and ALVES, 2019; PEREIRA 2012; 2013; RIBEIRO, 2017; TRINDADE, 2006; 2013); including critical studies of whiteness (BENTO, 2002; 2016; FRANKENBERG, 1993; HELMS, 1990; PIZA, 2012; SCHUCMAN, 2012). Based on the research, I point out that knowledge produced and systematized by the black movement and anti-racist affections present in this curriculum bring re-education possibilities for the racial relations of white students and volunteers. I also indicate that possibilities of cracking whiteness can be produced in this and other spaces where anti-racist knowledge and affections are present, based on the agency of subjects who experience the educational process.Keywords: Curriculum; Ethnic-racial relations, Whiteness.Este trabajo es el resultado de una investigación de maestría en diálogo con estudios realizados en el proceso de doctorado. El objetivo del artículo es reflexionar sobre el currículo de un examen de ingreso al preuniversitario popular del movimiento negro, EDUCAFRO, pensando en las posibilidades de fisura a la blanquitud. Esta organización busca el acceso a la educación superior para negros y pobres y tiene como una de sus principales agendas la lucha contra el racismo. Con base en la investigación, señalo que los conocimientos producidos y sistematizados por el movimiento negro y los afectos antirracistas presentes en este currículo traen posibilidades de reeducación para las relaciones raciales de los estudiantes y voluntarios blancos. También indico que posibilidades de resquebrajamiento de la blancura pueden producirse en este y otros espacios donde estos saberes y afectos se hacen presentes desde la agencia de sujetos comprometidos con la educación antirracista. La investigación se desarrolló en un proceso de maestría y se utilizaron como metodologías la historia oral, la observación participante y el análisis de documentos. El trabajo trae como referencias a autores del campo del currículo y del campo de las relaciones raciales, incluyendo estudios críticos de la blanquitud. Este trabalho é fruto de pesquisa de mestrado em diálogo com estudos realizados em processo de doutoramento. O objetivo do artigo é refletir sobre o currículo de um pré-vestibular popular do movimento negro, a EDUCAFRO, pensando possibilidades de fissura à branquitude. Essa organização visa o acesso de negros(as) e pobres ao Ensino Superior e tem, como uma de suas principais agendas, a luta contra o racismo. Aponto, a partir da pesquisa, que saberes produzidos e sistematizados pelo movimento negro e afetos antirracistas presentes nesse currículo trazem possibilidades de reeducação para as relações raciais de estudantes e voluntários(as) brancos(as). Indico ainda que possibilidades de fissura à branquitude podem ser produzidas neste e em outros espaços onde se façam presentes esses saberes e afetos a partir da agência de sujeitos comprometidos com educação antirracista. A pesquisa foi desenvolvida em processo de mestrado e foram utilizadas como metodologias a história oral, a observação participante e a análise documental. O trabalho traz como referências autores e autoras do campo do currículo e do campo das relações raciais, incluindo os estudos críticos da branquitude.Universidade Federal do Piauí2022-12-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/300710.26694/rles.v26i52.3007Languages, Education and Society; Vol. 26 No. 52 (2022): Dossiê: Que Currículo é a BNCC?; 321-349Lenguaje, Educación y Sociedad ; Vol. 26 Núm. 52 (2022): Dossiê: Que Currículo é a BNCC?; 321-349Linguagens, Educação e Sociedade; v. 26 n. 52 (2022): Dossiê: Que Currículo é a BNCC?; 321-3492526-8449reponame:Linguagens, Educação e Sociedade (Online)instname:Universidade Federal do Piauí (UFPI)instacron:UFPIporhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/3007/3394Copyright (c) 2022 Linguagens, Educação e Sociedadeinfo:eu-repo/semantics/openAccessde Castilho Dâmaso dos Santos, Sara Carolina2023-01-29T01:18:19Zoai:periodicos.ufpi.br:article/3007Revistahttps://periodicos.ufpi.br/index.php/lingedusoc/PUBhttps://periodicos.ufpi.br/index.php/lingedusoc/oairevistales.ppged@ufpi.edu.br2526-84491518-0743opendoar:2023-01-29T01:18:19Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)false |
dc.title.none.fl_str_mv |
ANTI-RACIST EDUCATION AND POSSIBILITIES OF CRACKING WHITENESS: REFLECTIONS FROM THE EDUCAFRO CURRICULUM EDUCACIÓN ANTIRRACISTA Y POSIBILIDADES DE DE FISURA A LA BLANQUITUD: REFLEXIONES DESDE EL CURRÍCULO EDUCAFRO EDUCAÇÂO ANTIRRACISTA E POSSIBILIDADES DE FISSURA À BRANQUITUDE: REFLEXÕES A PARTIR DO CURRÍCULO DA EDUCAFRO |
title |
ANTI-RACIST EDUCATION AND POSSIBILITIES OF CRACKING WHITENESS: REFLECTIONS FROM THE EDUCAFRO CURRICULUM |
spellingShingle |
ANTI-RACIST EDUCATION AND POSSIBILITIES OF CRACKING WHITENESS: REFLECTIONS FROM THE EDUCAFRO CURRICULUM de Castilho Dâmaso dos Santos, Sara Carolina Currículo; Relações Étnico-raciais, branquitude. curriculum; ethnic-racial relations; whiteness. currículo;Relaciones étnico-raciales, Blanquitud. |
title_short |
ANTI-RACIST EDUCATION AND POSSIBILITIES OF CRACKING WHITENESS: REFLECTIONS FROM THE EDUCAFRO CURRICULUM |
title_full |
ANTI-RACIST EDUCATION AND POSSIBILITIES OF CRACKING WHITENESS: REFLECTIONS FROM THE EDUCAFRO CURRICULUM |
title_fullStr |
ANTI-RACIST EDUCATION AND POSSIBILITIES OF CRACKING WHITENESS: REFLECTIONS FROM THE EDUCAFRO CURRICULUM |
title_full_unstemmed |
ANTI-RACIST EDUCATION AND POSSIBILITIES OF CRACKING WHITENESS: REFLECTIONS FROM THE EDUCAFRO CURRICULUM |
title_sort |
ANTI-RACIST EDUCATION AND POSSIBILITIES OF CRACKING WHITENESS: REFLECTIONS FROM THE EDUCAFRO CURRICULUM |
author |
de Castilho Dâmaso dos Santos, Sara Carolina |
author_facet |
de Castilho Dâmaso dos Santos, Sara Carolina |
author_role |
author |
dc.contributor.author.fl_str_mv |
de Castilho Dâmaso dos Santos, Sara Carolina |
dc.subject.por.fl_str_mv |
Currículo; Relações Étnico-raciais, branquitude. curriculum; ethnic-racial relations; whiteness. currículo;Relaciones étnico-raciales, Blanquitud. |
topic |
Currículo; Relações Étnico-raciais, branquitude. curriculum; ethnic-racial relations; whiteness. currículo;Relaciones étnico-raciales, Blanquitud. |
description |
The purpose of this paper is to reflect on the curriculum of a popular pre-university entrance exam of the black movement, EDUCAFRO, thinking about possibilities of cracking whiteness in this space of non-formal education. This organization seeks access to higher education for blacks and the poor and has, as one of its main agendas, the fight against racism. The analyzes presented in the paper were produced through reflections on sources of research developed in the master's degree in dialogue with doctoral studies. The research data consisted of participant observation records, production of oral history interviews, an existing interview produced by other researchers and institutional documents of EDUCAFRO. Oral history, participant observation and document analysis were combined methodologies in the development of the research, which allowed a qualitative analysis. References are authors in the field of curriculum (MACEDO, 2006; 2015; 2017; and PINAR, 2016) and in the field of racial relations (GOMES, 2017; NOGUERA and ALVES, 2019; PEREIRA 2012; 2013; RIBEIRO, 2017; TRINDADE, 2006; 2013); including critical studies of whiteness (BENTO, 2002; 2016; FRANKENBERG, 1993; HELMS, 1990; PIZA, 2012; SCHUCMAN, 2012). Based on the research, I point out that knowledge produced and systematized by the black movement and anti-racist affections present in this curriculum bring re-education possibilities for the racial relations of white students and volunteers. I also indicate that possibilities of cracking whiteness can be produced in this and other spaces where anti-racist knowledge and affections are present, based on the agency of subjects who experience the educational process.Keywords: Curriculum; Ethnic-racial relations, Whiteness. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-27 |
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://periodicos.ufpi.br/index.php/lingedusoc/article/view/3007 10.26694/rles.v26i52.3007 |
url |
https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3007 |
identifier_str_mv |
10.26694/rles.v26i52.3007 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3007/3394 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Linguagens, Educação e Sociedade info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Linguagens, Educação e Sociedade |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Piauí |
publisher.none.fl_str_mv |
Universidade Federal do Piauí |
dc.source.none.fl_str_mv |
Languages, Education and Society; Vol. 26 No. 52 (2022): Dossiê: Que Currículo é a BNCC?; 321-349 Lenguaje, Educación y Sociedad ; Vol. 26 Núm. 52 (2022): Dossiê: Que Currículo é a BNCC?; 321-349 Linguagens, Educação e Sociedade; v. 26 n. 52 (2022): Dossiê: Que Currículo é a BNCC?; 321-349 2526-8449 reponame:Linguagens, Educação e Sociedade (Online) instname:Universidade Federal do Piauí (UFPI) instacron:UFPI |
instname_str |
Universidade Federal do Piauí (UFPI) |
instacron_str |
UFPI |
institution |
UFPI |
reponame_str |
Linguagens, Educação e Sociedade (Online) |
collection |
Linguagens, Educação e Sociedade (Online) |
repository.name.fl_str_mv |
Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI) |
repository.mail.fl_str_mv |
revistales.ppged@ufpi.edu.br |
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