EDUCATIVE PRACTICES OF BLACK FAMILIES AND ETHNIC-RACIAL RELATIONS: AN EXPERIENCE IN TEACHER TRAINING

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dc.citation.issue3
dc.citation.volume18
dc.contributor.authorMartins, Edna [UNIFESP]
dc.contributor.authorCandido, Renata Marcilio [UNIFESP]
dc.coverageCampinas
dc.date.accessioned2020-08-14T13:44:15Z
dc.date.available2020-08-14T13:44:15Z
dc.date.issued2016
dc.description.abstractFamily educational practices have a direct influence on racial identity formation processes of black children, and guide the ways in which those issues are experienced in social interactions in different contexts. This paper describes an experience with students from an initial training course for teachers of a public university in Sao Paulo. Focused on the study of theoretical frameworks that deal with primary socialization and identity in the context of ethnic and race relations, this experiment sought to introduce students in an initiation to research project. With the object of understanding how occur the educational practices of black families regarding the socialization of their children, from a qualitative methodology, the work included two groups of students who conducted interviews with 12 families of the working class. The data analyzed indicate that the educational practices of most black families interviewed include actions that relate to the relationship between color / race. It was concluded that this experience reaffirms the importance of the inclusion of research activities in educational programs of teacher training courses, especially at the interfaces between science education and the issue of ethnic and race relations, in view of the formation of committed at work to combat racial discrimination.en
dc.description.affiliationUniv Fed Sao Paulo UNIFESP, Dept Educ, Guarulhos, SP, Brazil
dc.description.affiliationUnifespUniv Fed Sao Paulo UNIFESP, Dept Educ, Guarulhos, SP, Brazil
dc.description.sourceWeb of Science
dc.format.extent690-709
dc.identifierhttp://dx.doi.org/10.20396/etd.v18i3.8638937
dc.identifier.citationEtd Educacao Tematica Digital. Campinas, v. 18, n. 3, p. 690-709, 2016.
dc.identifier.doi10.20396/etd.v18i3.8638937
dc.identifier.fileWOS000393408400012.pdf
dc.identifier.issn1676-2592
dc.identifier.urihttps://repositorio.unifesp.br/handle/11600/57558
dc.identifier.wosWOS:000393408400012
dc.language.isopor
dc.publisherUniv Estadual Campinas, Fac Educacao
dc.relation.ispartofEtd Educacao Tematica Digital
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectAfrican-Braziliansen
dc.subjectFamilyen
dc.subjectPublic policies in educationen
dc.subjectContent of teacher educationen
dc.subjectducational practicesen
dc.titleEDUCATIVE PRACTICES OF BLACK FAMILIES AND ETHNIC-RACIAL RELATIONS: AN EXPERIENCE IN TEACHER TRAININGen
dc.typeinfo:eu-repo/semantics/article
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