Políticas educacionais antirracistas: análise dos modos de enfrentamento ao racismo em escolas públicas brasileiras

• Ano de defesa: 2022
• Autor(a) principal: Souza, Paloma Silva de
• Orientador(a): França, Dalila Xavier de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Psicologia
• Palavras-chave em Português: Escola; Racismo; Políticas públicas; Lei 10.639/03; Lei 11.645/08
• Palavras-chave em Inglês: School; Racism; Public policy; Laws
• Área do conhecimento CNPq: CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/17752

Brazil is composed of different peoples, originating from different continents, however, this diversity never guaranteed the equal access of some groups to essential goods and services for their full development and well-being. Statistics show that racism is still a very striking reality that mainly affects blacks and indigenous people and appears in different spaces, including education. Although it is necessary to recognize that after the enactment of the Federal Constitution (CF) of 1988, many public educational policies were enacted with a focus on combating ethnic-racial inequalities, it is necessary to pay attention to the need to better understand the implementation of these policies, in order to better improvement and effectiveness. In this sense, the present work sought to understand the scenario of implementation of laws 10,639/03 and 11,645/08 in Brazilian public schools, and their relationship with the teaching of ethnic-racial differences, prejudice and discrimination by teachers. The work is divided into six chapters. Chapter 1 is a theoretical study that makes a historical overview of the creation of public policies focused on combating inequalities resulting from racism, especially with a focus on education, taking into account the period that goes from the promulgation of the Federal Constitution (CF) from 1988 until the Bolsonaro government. In chapter 2, a theoretical discussion is made about the presence of racism in school, possible ways of coping that are supported by laws 10.639/03 and 11.645/08, as well as challenges that may present themselves and hinder the teaching process based on the proposal of said laws. Chapter 3 presents the methodology of the empirical study. Chapters 4 and 5 deal with the presentation of results and discussion of results, respectively. Finally, chapter 6 presents the final considerations of the work. The results found indicate that although teachers recognize the importance of working with the theme of ethnic-racial relations at school, they are not guided to carry out this work; there is no continuing education, in some cases teachers are unaware of the existence of laws 10,639/03 and 11,645/08; the activities carried out by the teachers, predominantly, are occasional activities; teachers do not feel prepared to work on ethnic-racial relations in the classroom. These results are discussed based on the theories of Social Psychology, considering that the school is an institution with great potential for ethnicracial socialization, whose duty is to contribute to the construction of more positive identities for its students, especially those belonging to minorities ethnic-racial, and to re-signify the history of peoples that for a long time were silenced and neglected.