Racismo e Movimentos Instituintes na Escola

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

Despite the eloquence of the speeches proclaimed by the society as well as in schools, confirming the democracy, the fight against the disparities and the respect for the differences, we are confronted everyday with a reality of reproduction of the racism. Testifying this reality, we understand that the racism is sustained by multiple dimensions. Among many, we point out in this thesis the more subtle ones, that are installed in the friendship, in the emotions, the political imaginary, cultural, constituting and expressing itself into the social practices and with little visibility and interest for research to amplify its comprehension and intervention. In this habitat the racism built a kind of “hiding places” where they are barely admitted and due to that, less confronted. Therefore in the wrong direction of this abyss between the rhetoric of multiculture pretensions and the racists exclusive practices, we try to approach those less explored sources, that we recognize as subtiles and which become more legible when our every day routine is shaken in its familiarity allowing it be captured in attitudes, behaving, gestures and speeches full of preconceit and stigma in absence of the “politically correct” speech. Starting from the assumption that, despite the evolution of legal matters, the racism reproduces itself and change beyond the logical and argumentative range, permeating the values and the meanings that we attribute to the others characteristics, associated with signals of inferiority and disparity. Those emotions about the other that need to be transformed with the defeating of the contemporanian hegemonious rationality that guide the social and political organization, as well as the school work. Those other dimensions that, as we emphasize, are less valued, that allow us to verify the activities that subtle or not, that even not recognized in his power for liberation, are directed to the surpassing of the racism: the alternative experiences. In this direction, our goal was capture the racism that is still in the school in the teachersmind and in the narratives that organize it, trying to identify some of theoretical and symbolic matrix that constitutes the affections and emotions that pass by the relations between the person in school, but mainly in the affectionate practices and of respect for the differences that are present in the history since immemorial times and that can make important changes in the way we treaty the other, and in this particular case, black people. In this way we try to identify the forms through which the memory of black people are getting a new significance, in a sense of construction of the positiveness of being black, making a rupture with this culture of forgetfulness and war. Discussing this theme, we risk in a transdisciplinal methodology, interlacing politics, sociology, anthropology and philosophy of education with literature, popular culture and to give priority to a regional cut, that brought the focus of this thesis in the Amazon region, widening it to comparisons with some dimensions of the Portuguese and Cape Verdean reality, taking into account the historical bounds we have with these cultures. The idea was to compare the alternative experiences of the Brazilian schools with the Portuguese schools, trying to point out how the alternative movements are fighting, even though not without ambivalences and contradictions in the development of another culture in school, marked by the inclusiveness and the respect for the others.

ASSUNTO(S)

black people escola educacao diversidade étnica escolas portuguesas relações inter-raciais racismo amazon region racism escolas brasileiras formação de professores interacial relationships portuguese schools região amazônica brazilian schools memória

ACESSO AO ARTIGO

Documentos Relacionados