Raça, identidade e cidadania: uma análise dos trabalhos apresentados na ANPOCS e na ANPED (1988-2003)

• Ano de defesa: 2012
• Autor(a) principal: Sousa, Karina Almeida de
• Orientador(a): Silvério, Valter Roberto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Sociologia - PPGS
• País: BR
• Palavras-chave em Português: Sociologia; Educação; Relações étnico-raciais; Políticas públicas educacionais; ANPEd; ANPOCS
• Palavras-chave em Inglês: Education; Racial-ethnic relations; Education public policy
• Área do conhecimento CNPq: CIENCIAS HUMANAS::SOCIOLOGIA
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/6749

This research aimed to conduct a few works that articulated the category race to the field of education in order to verify the relevance of the role played by the school institution as it relates to ethnic-racial issue in Brazil. Seeking to achieve this objective it is a mapping of the papers presented at two major national associations of research and graduate of Social Sciences and Education, the National Association of Graduate Studies and Research in Social Sciences (ANPOCS) and the National Association of Graduate Studies and Research in Education (ANPEd) during 1988-2003. The observation of the aforementioned mapping identified the concepts of identity and citizenship presented directly related to ethnic and racial issues and education in the analyzed texts. Both this mapping as the monitoring of the contemporary literature of Social Sciences and Education, issues related to ethnicity, race, reported the need to study the relationships established between the formal education, the black movement and educational policies. In this sense, the research aimed to examine the interconnections between theoretical treatises that articulate race and education in ANPOCS ANPEd and pointing to the understanding of space and school education as central places in the constitution and re-discussion of the parameters of citizenship and / or as construction place processes to identify the persons to whom they are intended educational processes through the racial-ethnic membership. Finally, we sought a rapprochement between the normative instruments / legal policies that institutionalize public education in the country: the Law of Guidelines and Bases of Education (LDB), the National Education Plan (NEP) and the Development Plan for Education (PDE) and discussions presented by the works analyzed.