Formação docente e relações étnico raciais na educação: reflexões sobre identidade afrodescendente dos alunos da faculdade Zumbi dos Palmares
Arquivos
Tipo
Tese
Data de publicação
2016-02-15
Periódico
Citações (Scopus)
Autores
Campos, Elane Silva
Orientador
Masini, Elcie Aparecida Fortes Salzano
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Souza Neto, João Clemente de
Araujo, Paulo Roberto Monteiro de
Bahia, Norinês Panicacci
Moura, Maria Cecilia de
Araujo, Paulo Roberto Monteiro de
Bahia, Norinês Panicacci
Moura, Maria Cecilia de
Programa
Educação, Arte e História da Cultura
Resumo
The social context in different historical moments has established identity
references, which model is tangled with conditional foundation, in which has
determined identity as something stiff, besides all cultural shifts. This research
has investigated the scholastic establishment, as well as the ethnic racial
relations and afro-descendant identities in the education field. The question of
this research is: Can Zumbi dos Palmares College support the
formation/inclusion process in addition to the development of its afro
descendant students identity? Regarding this issue, this essay’s goal lies in
analyzing the diffusion and conception of identities in addition to the schooling
of afro-descendant students from the Pedagogy Course from Zumbi dos
Palmares College-SP. The methodology for this paper was guided by literature
review in order to, theoretically, map a cultural social historical perspective of
the relations of body, genre, race, ethnicity and identity, based, primarily in
Michel Foucault (1992), Kabengele Munanga (2003), Paul Gilroy (2007) and
Stuart Hall (2003), moreover, a case study, in order to analyze the context of
these questions in the academic field. In favor of fulfilling the empirical research,
Zumbi dos Palmares College - SP and 30 students of its Pedagogy Course
were selected as the study scope for this research. In the first part of the
research, it was applied a questionnaire with direct questions to these 30
students. In the second part, 7 selected students (out of the 30 ones), who
decided spontaneously to participate in this second part, were interviewed, in
order to go further in the question related to our study. To deal with historic
questions and afro descendants access to education, Beatriz Petronilha (2003,
2007), Edward E. Telles (2004) e Abdias Nascimento (2004) were ellected and,
as reference to the analysis of the collected data, Laurence Bardin (2011) and
Maria L. P. B. Franco (2003). This research indicates that the ethnic racial
relations and afro-descendant identities are interlaced in cultural, historical and
social political processes. Data analysis demonstrates that the educational
process, as well as the inclusion of these students, infiltrates the particularity of
each subject in its own singularity. Different educational and socio-cultural
aspects indicate that the education/inclusion, additionally to the identity
construction of the analyzed subjects, gets intermingled with what’s known
about race, and, most of all, what it is to be black, or not, in Brazil.
Descrição
Palavras-chave
formação docente , raça , etnia , identidade afrodescendente
Assuntos Scopus
Citação
CAMPOS, Elane Silva. Formação docente e relações étnico raciais na educação: reflexões sobre identidade afrodescendente dos alunos da faculdade Zumbi dos Palmares. 2016. 175 f. Tese( Educação, Arte e História da Cultura) - Universidade Presbiteriana Mackenzie, São Paulo.