Navegando por Palavras-chave "Ethnic-Racial Relations"
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- ItemAcesso aberto (Open Access)“Gente, o que é macumba?”: sentidos e significados construídos acerca das religiões de matrizes africanas(Universidade Federal de São Paulo (UNIFESP), 2020-10-05) Silva, Cintia Quina Da [UNIFESP]; Martins, Edna [UNIFESP]; Universidade Federal de São PauloNowadays the issue that involves differences of race and religiosity has gained space in research in the field of education. The school context can be characterized as an important locus of understanding of social relations that occur in racial and religious diversity. In this sense, this study aimed to understand how school interactions occur among girls who are adepts and non-adepts of religions of African origin. Seeking to achieve this goal, the methodology of this qualitative research included participant observation techniques, group interviews with high school girls, in addition to interviews with teachers and managers of a school in a city in the greater São Paulo. Based on an analysis based on historical-cultural theory, the objective was to understand how mediations between these young women and adults occur in line with the positions adopted and the reflections built in facing and fighting ethnic-racial inequalities in school spaces. The analysis showed that part of this process occurs, mainly due to the structural racism that is expressed in different ways and in all areas of social life with the school being an institution with a strong role in this process.
- ItemAcesso aberto (Open Access)Políticas De Igualdade Racial Nos Cadernos De Orientação Do Programa Nacional De Inclusão De Jovens (Projovem - Adolescente) Em Itapevi De 2012a 2014(Universidade Federal de São Paulo (UNIFESP), 2018-09-14) Macedo, Guilherme Bispo [UNIFESP]; Vieira, Cleber Santos [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)This Research Investigates The Axes Of Approximation Between The Education Of Racial Relations And The System Of Socioeducation In Brazil. It Is Studied In Detail How The National Guidelines For The Education Of Ethnic-Racial Relations And Laws 10.639 / 03 And 11.645 / 08, Which Provide For The Obligation To Teach Afro-Brazilian And Indigenous History And Culture In In The National Social Assistance Plan (Pnas) And The Single Social Assistance System (Suas). More Precisely, It Seeks To Analyze The Impacts Of Racial Equality Policies In The National Youth Inclusion Program (Projovem-Adolescente). From The Theoretical-Methodological Framework Launched By Nilma Lino Gomes, It Is Shown That Among The Paths Opened By The Struggle Of The Black Movement And Law 10.639 / 03 Are The Guidelines For The Work Of Educators Who Work In The Reference Centers Of The (Cras), That Is, The Demands And Themes Of The Black Movement That Materialized In The Form Of Educational Policy From 2003, Directly Influenced The Pedagogical
- ItemAcesso aberto (Open Access)A Produção Acadêmica Sobre As Relações Étnico-Raciais Em Livro Didático (2005 - 2015)(Universidade Federal de São Paulo (UNIFESP), 2017-12-13) Oliveira, Vanilda Goncalves De [UNIFESP]; Martins, Edna [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)This research aimed to investigate the contributions of academic production composed specifically of master's theses and doctoral theses that focused on ethnic-racial issues in the textbook for Elementary School II and Secondary Education, developed between the years 2005 to 2015. By a means of bibliographical analysis, the platform of the Brazilian Institute of Information in Science and Technology (IBICT) was used and the Stricto Senso (master's and doctorate) productions of Brazilian universities, only Postgraduate Programs in Education, were delimited. Using the established parameters, we obtained access to 14 papers that were part of the final sample analyzed. From the results, it was concluded that the productions present some advances in relation to the implementation of law 10.639 / 2003, as approaches regarding the religions of African matrices and the greater presence of black characters in the textbooks, however the maintenance of contents with a vision and the lack of initial and continuing teacher training with a focus on democratic education is still a constant. From the analysis of such productions it can be seen that textbooks investigated in such academic productions need constant revisions that can guarantee an anti-racist education with a view to providing an ethnic-racial education free of segregation and exclusion.
- ItemAcesso aberto (Open Access)As Relações Étnico-Raciais Na Formação Inicial De Pedagogos(Universidade Federal de São Paulo (UNIFESP), 2017-01-31) Reis, Natalia Do Carmo [UNIFESP]; Pinto, Umberto De Andrade [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)The present research intends to investigate how the Pedagogy courses are formed pedagogues for the work with a reeducation of the ethnic-racial relations, as foreseen in the Resolution CNE / CP 01/2004. In addition to the documentary analysis of the Political Course Projects of the Universities (UNIFESP, UNICAMP, USP, UFSCAR and UNESP), the data collection materials were interviews with the coordinators of the Pedagogy courses of the five Universities, and with students of the last year of the course and Professores of two of them. Focal groups were used with the students. The objectives of the research are: to analyze the Political Projects of Course and the curricular proposals of the courses of Pedagogy with respect to the initial formation for the Reeducation of the Ethnic-Racial Relations; to analyze the perception that the undergraduate students of the Pedagogy course present about their formation with regard to the theme; to investigate the perception that teachers and coordinators of Pedagogy courses present about the training offered to students. The empirical data were analyzed in the light of the theoretical reference of Cavalleiro, Munanga, Silva, Gomes, Gramsci, Libâneo, Pimenta, among others. The study points out that, although Pedagogy courses are not providing students with subsidies to work with the reeducation of ethnic-racial relations, as foreseen in Resolution CNE/CP 01/2004, students are aware of the need to approach the theme both in Pedagogy courses and in everyday school life.