Ensino de geografia, discursos e o espaço cultural escolar: diferenças e identidades etnicorraciais e regionais em escolas públicas de Redenção, Pará

• Ano de defesa: 2019
• Autor(a) principal: Carvalho, José Rodrigues de
• Orientador(a): Ratts, Alecsandro José Prudêncio
• Banca de defesa: Ratts, Alecsandro José Prudêncio, Souza, Lorena Francisco de, Santos, Tânia Ferreira Rezende, Alves, Adriana Olivia, Barreira, Celene Cunha Monteiro Antunes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Geografia (IESA)
• Departamento: Instituto de Estudos Socioambientais - IESA (RG)
• País: Brasil
• Palavras-chave em Português: Geografia escolar; Discursos docentes; Ensino de Geografia; Maranhense; Negro; Indígena
• Palavras-chave em Inglês: School geography; Teaching discourses; Teaching Geography; Maranhense; Black; Indigenous
• Área do conhecimento CNPq: CIENCIAS HUMANAS::GEOGRAFIA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/9657

This research deals with educational discourses and practices about ethnic and regional differences and identities in the municipal public schools of Redenção, Pará. The central objective was to understand how ethnic and regional cultural differences and identities are represented and produced in discourses and their practices in the school space. To achieve this goal, the methodology used consisted of combining interdisciplinary methods and techniques of the human sciences and language in a qualitative approach. In-depth interviews were carried out with eleven teachers; observations of the Geography classes of nine teachers and the observation of four other classes planned with the theme of ethnic and regional differences and identities as geographic contents. In these classes I collaborated in the planning and during its realizations I realized observation with participant character. Still in order to produce data, in addition to classrooms and classrooms, the spaces of the schoolyard with their movements, materials visually displayed on the murals, panels and corridors were observed. The scope of the research was extended by seven elementary schools in the municipal network of Redenção. The theoretical terrain on which the text will move, regarding this debate are the contributions of Cultural Studies and Discourse Analysis (AD), which have been added to the School Geography. In the school space, Geography Teaching can be a social technology of intervention for the construction of respectful coexistence with the otherness of the other, and the establishment of more recognizable relations of the plurality of the differences and identities present in the school space. In the context of the institutions where I conducted this research - and in others - it is not possible to think of the deconstruction of the colonial forms of identification and differentiation, without taking into account the power relations that cross the subjects, the curriculum and the school space of the teaching network under analysis.Thus, some important points to be considered in the proposal of the teaching of Geography for otherness in the schools of Redemption is the inclusion of ethnic and regional differences and identities as geographic contents, the problematization of power manifested hierarchizing the differences and using them as a device of inequality in the school space and the denaturalization of manifestations of racism and prejudice in the form of jokes and jokes.