Pedagogia da branquitude: o branco-discurso hegemônico nos artefatos midiáticos

• Ano de defesa: 2021
• Autor(a) principal: Julio, Michele Távora
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Racismo; Branquitude; Educação antirracista; Estudos culturais; Pedagogias culturais; Estudos críticos da branquitude; Racism; Whiteness; Anti-racist education; Cultural studies; Cultural pedagogies; Critical studies of whiteness; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/27137

Whiteness, as white racial identities, with its subjective and concrete implications, acts as a reproducer and reinforces racism and discrimination against black people. One of the characteristics of whiteness is its false racial neutrality, which contributes to a false blindness in relation to racial inequalities in Brazil, therefore, knowing the different dimensions of its privileges is fundamental. The white-discourse, object of the research, configures itself as one of the dimensions of whiteness, and is understood as a hegemonic narrative, as it operates from the denial of non-hegemonic groups. Understanding discourse as discourses, produced due to power relations, discourses circulate through the media, with their multiple origins, histories, locations, complexities, and in short, they are intertextual. Thus, through cultural analysis, I focused on analyzing one of the dimensions of whiteness, the white-discourse, nowadays, in TV and internet instruments, in selected episodes of Brazilian television programs expressed in the speeches; posts from websites and social networks; and specific studies on the white Brazilian presenter Xuxa Meneghel, to highlight the effects produced by the media and the constitution of the white-discourse, how it operates if taken as a pedagogy and what potentialities it can bring to the field of Cultural Studies in interface with Studies Critics of Branquitude, and thus meet the central objective of this research. The results of this research indicate that the hegemonic narrative of white-discourse produces meanings of whiteness that configure the existence of a Cultural Pedagogy, which I assume to call the Pedagogy of Whiteness, as a field for discussions on race and ethnicity, evidencing subjective intertwining with real events , of ethnic-racial relations, since, living in contemporaneity, people not only learn in an educational system, but are part of an educational society, whose pedagogical processes and cultural and media artifacts permeate daily life. This power of the Pedagogy of Whiteness acts on the subjects' experiences, on their ways of being and being in the world, and on the way they relate, interact and build their identities.