Pertencimento étnico-racial e ensino de História

Detalhes bibliográficos
Ano de defesa: 2006
Autor(a) principal: Andrade, Paulo Sérgio de
Orientador(a): Silva, Petronilha Beatriz Gonçalves e lattes
Banca de defesa: Não Informado pela instituição
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 Educação - PPGE
Departamento: Não Informado pela instituição
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://repositorio.ufscar.br/handle/ufscar/2399
Resumo: This research is related to the influence of Teaching of History to build the sense of embrace their ethnic-racial roots and the relation between blacks and whites. It has participated in this research four former black students of an Affirmative Action project who took place in the city of Sao Carlos, state of Sao Paulo, which aimed to prepare students to College admission exams. This research was performed and guided by the following research inquiry: Does the teaching of History contribute to the affirmation/denial to the ethnic-racial feeling of poor black students in the college admission courses? The study takes off from the observations made by the researcher in charge for the subjects of History and Geography in this project. He aimed to verify whether the teaching of History interferes in the self esteem and identity of afro-descendants students, leading them to the feeling of denying their own ethnic racial roots, which is fabricated in the society. Systematic talks with two former female students and two male students were conducted involved in the Affirmative action project that was developed in the period of 2002 and 2003, sponsored by Fundação Ford and attached to Department of Physics of USP, campus Sao Carlos Sao Paulo, aiming to facilitate the access and permanence of poor black students at the public university. It also aimed to strike back situations of prejudice, discrimination and racism such ideas reinforced by ideologies still present along the years in Brazil. The findings showed that the integration of the researched students favored them to embrace the feeling of ethnic and racial roots to what they were alike, when they identify themselves as afro-descendants. These students dealt with racist attitudes and discriminations in their routine. However, they got their self esteem and identity favored by the time they recognized themselves as culture makers and active agents in the scenery of the Brazilian history.
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spelling Andrade, Paulo Sérgio deSilva, Petronilha Beatriz Gonçalves ehttp://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4780511A0http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=T411470a0cb7cfb-cab8-48df-b9eb-8874dfa133382016-06-02T19:38:46Z2007-08-312016-06-02T19:38:46Z2006-03-27ANDRADE, Paulo Sérgio de. Pertencimento étnico-racial e ensino de História.. 2006. 179 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2006.https://repositorio.ufscar.br/handle/ufscar/2399This research is related to the influence of Teaching of History to build the sense of embrace their ethnic-racial roots and the relation between blacks and whites. It has participated in this research four former black students of an Affirmative Action project who took place in the city of Sao Carlos, state of Sao Paulo, which aimed to prepare students to College admission exams. This research was performed and guided by the following research inquiry: Does the teaching of History contribute to the affirmation/denial to the ethnic-racial feeling of poor black students in the college admission courses? The study takes off from the observations made by the researcher in charge for the subjects of History and Geography in this project. He aimed to verify whether the teaching of History interferes in the self esteem and identity of afro-descendants students, leading them to the feeling of denying their own ethnic racial roots, which is fabricated in the society. Systematic talks with two former female students and two male students were conducted involved in the Affirmative action project that was developed in the period of 2002 and 2003, sponsored by Fundação Ford and attached to Department of Physics of USP, campus Sao Carlos Sao Paulo, aiming to facilitate the access and permanence of poor black students at the public university. It also aimed to strike back situations of prejudice, discrimination and racism such ideas reinforced by ideologies still present along the years in Brazil. The findings showed that the integration of the researched students favored them to embrace the feeling of ethnic and racial roots to what they were alike, when they identify themselves as afro-descendants. These students dealt with racist attitudes and discriminations in their routine. However, they got their self esteem and identity favored by the time they recognized themselves as culture makers and active agents in the scenery of the Brazilian history.Esta pesquisa está relacionada às influências do Ensino de História na construção do pertencimento étnico-racial e nas relações entre negros e brancos. Teve como participantes quatro ex-alunos afro-descendentes de um projeto de Ação Afirmativa, realizado na cidade de São Carlos-SP, que visava preparar estudantes para o exame vestibular. Esta pesquisa foi realizada, orientando-se pela seguinte questão de pesquisa: O ensino de História contribui para afirmação/negação ao pertencimento racial de estudantes negros e carentes em cursinho pré-vestibular? O estudo parte de observações feitas pelo pesquisador, responsável pelas disciplinas de História e Geografia nesse projeto. E teve por objetivos de verificar se o Ensino de História interfere na auto-estima e identidade de alunos afro-descendentes, levando-os a não aceitação de seu pertencimento étnico-racial, o que é reproduzido na sociedade. Realizou-se conversas sistemáticas com duas ex-alunas e dois ex-alunos, estudantes do projeto de ação afirmativa, que se desenvolveu no período entre 2002 e 2003, com recursos da Fundação Ford, vinculado ao Departamento de Física da USP, campus São Carlos - São Paulo, com o objetivo de facilitar o acesso e permanência de alunos negros e carentes na Universidade Pública, e de rebater situações de preconceitos, discriminações e racismo fortalecidos por ideologias que se fazem presente ao longo do fazer histórico brasileiro. Constatou-se que com a integração dos jovens ao projeto em pauta, houve favorecimento para que estes assumissem o pertencimento étnico-racial com o qual se identificavam, sentindo-se fortificados quando identificaram-se como negros. Passaram a rebater atitudes racistas, discriminatórias sofridas no cotidiano, tiveram ainda o favorecimento da auto-estima, identidade, a partir do momento que se reconheceram fazedores de culturas e agentes ativos no fazer da História, da História brasileira.Financiadora de Estudos e Projetosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarBREnsino de históriaPertencimento étnico-racialEstudantes negrosEmbrace ethnic-racial identityTeaching of historyBlack studentsCIENCIAS HUMANAS::EDUCACAOPertencimento étnico-racial e ensino de Históriainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-1f478144e-dab0-45a9-9479-4db2bce0dc0cinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissPSA.pdfapplication/pdf1664828https://repositorio.ufscar.br/bitstream/ufscar/2399/1/DissPSA.pdf6f4fb2b20ce7a32642050b5f6122298fMD51THUMBNAILDissPSA.pdf.jpgDissPSA.pdf.jpgIM Thumbnailimage/jpeg5412https://repositorio.ufscar.br/bitstream/ufscar/2399/2/DissPSA.pdf.jpgb7a2b3d695f478f42d1bcd720feecbd7MD52ufscar/23992023-09-18 18:32:22.017oai:repositorio.ufscar.br:ufscar/2399Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:22Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false
dc.title.por.fl_str_mv Pertencimento étnico-racial e ensino de História
title Pertencimento étnico-racial e ensino de História
spellingShingle Pertencimento étnico-racial e ensino de História
Andrade, Paulo Sérgio de
Ensino de história
Pertencimento étnico-racial
Estudantes negros
Embrace ethnic-racial identity
Teaching of history
Black students
CIENCIAS HUMANAS::EDUCACAO
title_short Pertencimento étnico-racial e ensino de História
title_full Pertencimento étnico-racial e ensino de História
title_fullStr Pertencimento étnico-racial e ensino de História
title_full_unstemmed Pertencimento étnico-racial e ensino de História
title_sort Pertencimento étnico-racial e ensino de História
author Andrade, Paulo Sérgio de
author_facet Andrade, Paulo Sérgio de
author_role author
dc.contributor.authorlattes.por.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=T411470
dc.contributor.author.fl_str_mv Andrade, Paulo Sérgio de
dc.contributor.advisor1.fl_str_mv Silva, Petronilha Beatriz Gonçalves e
dc.contributor.advisor1Lattes.fl_str_mv http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4780511A0
dc.contributor.authorID.fl_str_mv a0cb7cfb-cab8-48df-b9eb-8874dfa13338
contributor_str_mv Silva, Petronilha Beatriz Gonçalves e
dc.subject.por.fl_str_mv Ensino de história
Pertencimento étnico-racial
Estudantes negros
topic Ensino de história
Pertencimento étnico-racial
Estudantes negros
Embrace ethnic-racial identity
Teaching of history
Black students
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Embrace ethnic-racial identity
Teaching of history
Black students
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description This research is related to the influence of Teaching of History to build the sense of embrace their ethnic-racial roots and the relation between blacks and whites. It has participated in this research four former black students of an Affirmative Action project who took place in the city of Sao Carlos, state of Sao Paulo, which aimed to prepare students to College admission exams. This research was performed and guided by the following research inquiry: Does the teaching of History contribute to the affirmation/denial to the ethnic-racial feeling of poor black students in the college admission courses? The study takes off from the observations made by the researcher in charge for the subjects of History and Geography in this project. He aimed to verify whether the teaching of History interferes in the self esteem and identity of afro-descendants students, leading them to the feeling of denying their own ethnic racial roots, which is fabricated in the society. Systematic talks with two former female students and two male students were conducted involved in the Affirmative action project that was developed in the period of 2002 and 2003, sponsored by Fundação Ford and attached to Department of Physics of USP, campus Sao Carlos Sao Paulo, aiming to facilitate the access and permanence of poor black students at the public university. It also aimed to strike back situations of prejudice, discrimination and racism such ideas reinforced by ideologies still present along the years in Brazil. The findings showed that the integration of the researched students favored them to embrace the feeling of ethnic and racial roots to what they were alike, when they identify themselves as afro-descendants. These students dealt with racist attitudes and discriminations in their routine. However, they got their self esteem and identity favored by the time they recognized themselves as culture makers and active agents in the scenery of the Brazilian history.
publishDate 2006
dc.date.issued.fl_str_mv 2006-03-27
dc.date.available.fl_str_mv 2007-08-31
2016-06-02T19:38:46Z
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dc.identifier.citation.fl_str_mv ANDRADE, Paulo Sérgio de. Pertencimento étnico-racial e ensino de História.. 2006. 179 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2006.
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