Made available in DSpace on 2016-12-08T16:35:13Z (GMT). No. of bitstreams: 1 Francine.pdf: 3761286 bytes, checksum: 54c962c301d1cc00ba80a8e159ff3cec (MD5) Previous issue date: 2011-04-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present research attempts to shed some light on the process of education of Afrodescendants from the Quilombo Aldeia Remaining Community, located in the city of Garopaba, in the southern region of the State of Santa Catarina, in the 1963-1980 period. The theoretical foundation is mostly based on Michel de Certeau s concept of strategies and tactics , interspersed by two opposite axes that complement each other in the school experiences of afro-descendants: white action and black action . The empirical basis is constituted of documentary sources regarding the elementary school during the study period, and oral sources, particularly reports from former Afro-descendant students. Throughout the text, we discuss the education model of the populations of African origin regarding the elementary school in the rural area of Garopaba, addressing aspects related to the city and the Afro-descendant populations of Comunidade Aldeia in the post-abolition period, especially in the second half of the 20th century, and educational issues, in order to find out the education model designed for this group. We have also depicted the educational experiences of Afrodescendants, based on school memories, particularly in what concerns the existence of na effective black action in the referred period. The research shows the multiple aspects of the education of Afro-descendants and the tactics engendered by them. Finally, the significances established by this school model and the senses attributed to the elementary school are shown, which are expressed in the expectations of Afro-descendants of the region on having a better future / Esta pesquisa objetiva compreender o processo de escolarização dos afrodescendentes provenientes da Comunidade Remanescente do Quilombo Aldeia, localizado na cidade de Garopaba, região sul do Estado de Santa Catarina, no período compreendido entre 1963 e 1980. A fundamentação teórica é baseada principalmente na concepção de estratégias e táticas de Michel de Certeau, entremeada por dois eixos opostos e que se complementam nas experiências escolares dos afrodescendentes: ação branca e ação negra . A base empírica é constituída de fontes documentais, referentes a escolarização primária da época em estudo, e fontes orais, sobretudo, a partir do depoimento de ex-alunos de origem africana. Ao longo do texto, discutimos como estava configurada a educação das populações de origem africana no ensino primário rural de Garopaba, abordando aspectos da cidade e das populações afrodescendentes da Comunidade Aldeia no período pós-abolição, em especial na segunda metade do século 20, e questões relativas a escolarização, observando qual modelo de educação estava direcionado à esta camada. Também retratamos as experiências de escolarização dos afrodescendentes, narradas a partir de suas memórias de escola, sobretudo no que se refere a presença de uma ação negra efetiva no enfrentamento à opressão e às dificuldades operantes no contexto dessas populações nesse período. A pesquisa apresenta as múltiplas facetas da escolarização vividas pelos afrodescendentes e as táticas por eles engendradas para efetivá-la. Enfim nos aponta os significados configurados por essa instituição escolar e os sentidos atribuídos à escola primária, explicitado nas expectativas de ascenção dos afrodescendentes desse lugar

La thèse analyse, dans une perspective historique et comparative, le parcours suivi vers la citoyenneté sociale par les populations afro-descendantes d’Amérique centrale entre 1948 et 1966. Avec le système esclavagiste puis son abolition comme points de départ de la réflexion, les Africains et les Afro-descendants du monde entier ont commencé à systématiser leurs réflexions, leurs luttes et leur organisation, notamment au travers de personnalités comme Marcus Garvey ou d’organisations comme le Mouvement panafricaniste, afin de rejeter la stigmatisation apportée par l’invention coloniale de la « race noire ». Ce processus s’est initié entre la Première Guerre mondiale et l’émergence du système des Nations unies, qui a fourni la base d’un nouvel ordre international, se traduisant notamment par la Déclaration universelle des droits de l’homme et le début de la décolonisation en Afrique. Après les indépendances centraméricaines au début du XIXe siècle et au cours des processus de construction républicaine à l’oeuvre dans chacun des pays de la région, le développement national au Guatemala, au Honduras, au Nicaragua, au Costa Rica et au Panama a toutefois été marqué par l’empreinte identitaire laissée par la Couronne espagnole dans la région ainsi que par des politiques de métissage et/ou de blanchiment de la population. À partir de la deuxième partie du XIXe siècle, la vague d’immigration d’origine africaine en provenance des Caraïbes a remis en question cet imaginaire collectif et l’idée de citoyenneté portée par les élites de chaque pays. Si la question normative de la citoyenneté afro-descendante en Amérique centrale s’est donc longtemps inscrite dans un contexte international d’exclusion raciale, qui renvoie notamment au système de ségrégation aux États-Unis, le développement progressif de dispositifs légaux dans chaque pays a ouvert une nouvelle ère d’intégration citoyenne après la Seconde Guerre mondiale, faisant écho aux nouveaux instruments juridiques internationaux et à la Charte internationale des droits de l’homme. / The thesis analyzes, through comparative and historical perspectives, the path followed by theAfrodescendant populations in Central America, between 1948 and 1966, towards social citizenship. Having theslavery system and its latter abolition as a starting point, the African and Afrodescendant populations around theworld systematized their thoughts, battles and organization, especially through personalities such as Marcus Garveyand the Pan Africanist Movement; as means to counteract the burden created by the colonial invention of the “blackrace”. This process had place when the World War I and the United Nations System provided the base for a newinternational order; which after World War II, turned into creating the Organization of United Nations, the UniversalDeclaration of Human Rights and the beginning of decolonization in Africa. In addition, after the Central AmericanIndependence and in the middle of their republican construction, the differentiated national development followed byGuatemala, Honduras, Nicaragua, Costa Rica and Panama, took over the identity footprint institutionalized by theSpanish crown in the region; which afterwards turned into the miscegenation and/or population whitening. However,the wave of Caribbean Afrodescendant immigration from the second half of the nineteenth century, confronted thecollective imaginary as well as the citizen profile chosen by each of these country elites. Therefore, the singularnormative and social citizenship progress of the Afrodescendant populations in Central America, fell within theinternational racial exclusion context, such as United States’ racial segregation; as well as the paradoxicalrefinement of civil matters legal provisions in each country, and the strengthening of national measures restrictingimmigration; all of the above as part of a new human rights era, with its international legal instruments and theInternational Bill of Human Rights.