Dimensão subjetiva das relações raciais na vivência do processo de escolarização

• Ano de defesa: 2019
• Autor(a) principal: Santos, Sara Pereira dos
• Orientador(a): Ronca, Antonio Carlos Caruso
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Relações raciais; Racismo na educação; Negros - Identidade racial; Brancos - Identidade racial
• Palavras-chave em Inglês: Race relations; Racism in education; Blacks - Race identity; Whites - Race identity
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://tede2.pucsp.br/handle/handle/22758

To on Race Relations in the school context and contributing to the development of new knowledge in the ethnic-racial field is of the utmost importance since it cooperates to overcome racism in the school environment and, consequently, to build an anti-racist and quality education. In the present study, we sought to understand the significations made by black and white children of the initial years of elementary school on race relations in the experience of the schooling process, and from these significatios to reach our broader goal: to reflect on the Subjective Dimension of the phenomenon studied. For this study, conversations were conducted with two groups of children: one group composed of black students and the other one composed of white students, heard separately. The study was drawn from the literature review of researchers such as Gomes (2001), Munanga (2004) and Bento (2014), based on the theoretical-methodological assumption of Socio-Historical Psychology, therefore, is based on the historical-dialect materialistc method . During the conversations were discoursed the significations of the black and white students about their school experience and also the other spaces of sociability that contribute to the formation for each of them, reflecting on the identity of these children as well as the perception that they have about themselves and about others. The movement of analysis carried out through the elaboration of Pre-indicators, Indicators and Nuclei of Signification allowed us to affirm that in their constitution processes, white and black children, mediated by the most diverse socializing agencies – family, school, religious spaces, have accessed and internalized elements present in the Subjective Dimension of reality, regarding race relations, and both groups even in equal socioeconomic situations have experienced the world in a very different way, being in this aspect the ethical-political suffering experienced by the black group , which separates and places black and white children with disparate experiences