[pt] Esta pesquisa visou investigar as buscas e as inquietações de professores inscritos no curso de pós-graduação lato sensu em educação das relações étnico-raciais, de modo a contribuir para o debate da demanda de formação continuada de professores a partir de políticas curriculares antirracistas, como a lei 10.639/03. A pesquisa qualitativa realizou-se no curso de pós-graduação em Educação das Relações Étnico-raciais no Ensino Básico, o Ererebá, iniciativa do Núcleo de Estudos Afro-Brasileiros e Indígenas do Colégio Pedro II (NEABICP2). Com o objetivo de conhecer os docentes e suas motivações, utilizaram-se o questionário e a entrevista semiestruturada como instrumentos metodológicos. Considerando a história da educação do negro no Brasil e os sentidos da formação docente, o contato com o campo e com os sujeitos da pesquisa evidenciou a lacuna formativa em relação à temática das relações étnico-raciais, mas também a possibilidade de existência de um currículo outro, no Ererebá, pautado em uma visão pluriversal, decolonial e contra-hegemônica, que vai ao encontro das demandas acadêmicas e subjetivas desses profissionais. Concluiu-se que os docentes, em sua maioria negros, buscam, nesta especialização, nutrir-se de referências, experiências e conhecimentos construídos a partir de matrizes africanas, afrodiaspóricas e indígenas por si mesmos como sujeitos em formação e para que sejam capazes de modificar os contextos escolares em que atuam, impactando positivamente a vida de seus alunos. / [en] This research aimed to investigate the searches and concerns of teachers enrolled in the lato sensu postgraduate studies in the education of ethnic-racial relations, in order to contribute to the debate on the demand for continuing teacher education based on curricular policies anti-racists, like the law 10.639/03. The Qualitative research was realized in the post-graduation in Education of Ethnic-Racial Relations in Basic Education, the Ererebá, an initiative of Center for Afro-Brazilian and Indigenous Studies at Colégio Pedro II (NEABICP2). With the objective to get to know the teachers and their motivations, the questionnaire and the interview semi-structured were used as methodological instruments. Considering the education history of black people in Brazil and the meanings of teacher education, the contact with the field and with subjects of the research highlighted the formative gap in relation to the theme of ethnic-racial relations, but also the possibility of the existence of a different curriculum, in Ererebá, based on pluriversal view, decolonial and counter-hegemonic vision, which meets the academic demands and subjective of these professionals. It was concluded that the theachers, in their majority black people, seek, in this specialization, to nourish themselves with references, experiences and knowledge constructed from African, aphrodiasporic and indigenous matrices to be able to modify the school contexts in which they operate and positively impact the lives of theirstudents.

<p>In this dissertation I examine the contemporary breakdown of critical feminist dialogues so ubiquitous in the 1990s between Israeli and Palestinian women. Building on interviews with Palestinian women that identify a “top-down approach” in dialogues with Israeli anti-occupation feminist activists, this dissertation examines the role of “power inequities,” Orientalism, and “white feminist authority” (Lâm) in forming the discursive environment for even the most critical feminist dialogues. Conducting various discursive analyses of dialogues between Israeli and Palestinian women, I argue that the mainstream exclusivist Israeli feminist movement as well as “critical,” self-titled anti-racist and “anti-occupation” Israeli feminists continue to function with “white feminist authority.” Palestinian women are often pressured to speak through narrow points of entry that prioritize the paradigms of Western feminism and academic theory, namely, anti-nationalism and unitary womanhood/motherhood. These assumptions constitute a feminist paternalism that is similar to Israeli hegemonic discourses that rationalize “exceptional” but necessary violence against the Palestinians. Palestinian women have initiated a comprehensive boycott of status quo dialogues in an effort to create <em>more </em>dialogue. In this way the “silences” of status quo “humaniz[ing]” feminist dialogues (Lorde) which operate through requests for “colonial mimicry” are troubled by the boycott and may ultimately produce future anti-racist and anti-colonial feminist dialogues. The shortcomings of contemporary Western feminism’s role in the Israeli-Palestinian “peace process” are brought to light in this dissertation while potentials for solidarity-activism across “power inequities” are simultaneously mapped out.</p> / Doctor of Philosophy (PhD)

<p>The purpose of this study has been to investigate how socialworkers describe their attitudes towards reporting childabuse to the police and if they make different decisions when they believe the violence to be honour related and how they handle these questions. The main questions are; How does socialworkers describe their and their colleagues attitudes towards reporting childabuse to the police and when do they believe they should report? Do they describe honourviolence as a specific kind of violence that should be lifted and in what way does it affect their work? The study is written from a legal sociologist perspective with a qualitative approach. Four socialworkers were interviewed and the interviews were analyzed with an anti-racist theory and with the theory about freedom of action.</p><p>The conclusions is that the socialworkers mostly report childabuse to the police when the violence is physical. This means that children who describes to be subjected to psychological violence, including honourviolence, has poor legal security. Socialworkers describes honourviolence as a specific kind of violence that has to be lifted. Without knowledge they wont be able to help. They feel limited by the legislation and have invented <em>creative solutions</em> that focuses on the child’s best interest.</p>

The purpose of this study has been to investigate how socialworkers describe their attitudes towards reporting childabuse to the police and if they make different decisions when they believe the violence to be honour related and how they handle these questions. The main questions are; How does socialworkers describe their and their colleagues attitudes towards reporting childabuse to the police and when do they believe they should report? Do they describe honourviolence as a specific kind of violence that should be lifted and in what way does it affect their work? The study is written from a legal sociologist perspective with a qualitative approach. Four socialworkers were interviewed and the interviews were analyzed with an anti-racist theory and with the theory about freedom of action. The conclusions is that the socialworkers mostly report childabuse to the police when the violence is physical. This means that children who describes to be subjected to psychological violence, including honourviolence, has poor legal security. Socialworkers describes honourviolence as a specific kind of violence that has to be lifted. Without knowledge they wont be able to help. They feel limited by the legislation and have invented creative solutions that focuses on the child’s best interest.

The city of Toronto is one of most racially diverse places in the world, with almost half of its population identifying as being a “visible minority” (Statistics Canada, 2010). As a result, the field of education faces the question of how to meet the needs of their transforming student demographics. Numerous researchers and institutional policies have responded to these changes by endorsing the hiring of a teaching staff that is reflective of the racially diversifying student population (Ontario Ministry of Education, 2009; Ryan, Pollock, & Antonelli, 2009; Solomon, & Levine-Rasky, 2003). The assumption, however, that racialized educators will automatically be effective teachers or role models for racialized students homogenizes their social differences and reduces the multiplicity of their identities to the colour of their skin (Martino, & Rezai-Rashti, 2012). What is urgently lacking from these dominant discourses are the voices of racialized individuals, whose inside perspectives and lived experiences can provide valuable insights about the roles of equity and race in education. Using an anti-racist theoretical framework to guide my research methodology, this study examines how racialized teachers understand their classroom practices, school relationships, and institutional policies with respect to race, equity, and the expectations that are cast to them as “visible minority” educators. A document analysis of educational statements that discuss race, equity, and anti-racism reveals that while policy has progressed, the presentation of these issues remains largely superficial and does not provide enough information or transparency to adequately communicate their importance. Nevertheless, the power of these dominant discourses has been vastly significant in shaping the lived experiences and feelings of racialized teachers, 21 of whom were individually interviewed using a qualitative, semi-structured method. The inside perspectives of these teachers demonstrate the complexity of race and its inadvertent impact on their roles as educators; their feelings and reactions illustrate the ongoing gap between policy and practice, the ignorance that is embedded in notions of racial matching between teachers-students, and the persevering call for a professional community where individual differences are viewed as opportunities to learn rather than obstacles that need to be overcome.

The city of Toronto is one of most racially diverse places in the world, with almost half of its population identifying as being a “visible minority” (Statistics Canada, 2010). As a result, the field of education faces the question of how to meet the needs of their transforming student demographics. Numerous researchers and institutional policies have responded to these changes by endorsing the hiring of a teaching staff that is reflective of the racially diversifying student population (Ontario Ministry of Education, 2009; Ryan, Pollock, & Antonelli, 2009; Solomon, & Levine-Rasky, 2003). The assumption, however, that racialized educators will automatically be effective teachers or role models for racialized students homogenizes their social differences and reduces the multiplicity of their identities to the colour of their skin (Martino, & Rezai-Rashti, 2012). What is urgently lacking from these dominant discourses are the voices of racialized individuals, whose inside perspectives and lived experiences can provide valuable insights about the roles of equity and race in education. Using an anti-racist theoretical framework to guide my research methodology, this study examines how racialized teachers understand their classroom practices, school relationships, and institutional policies with respect to race, equity, and the expectations that are cast to them as “visible minority” educators. A document analysis of educational statements that discuss race, equity, and anti-racism reveals that while policy has progressed, the presentation of these issues remains largely superficial and does not provide enough information or transparency to adequately communicate their importance. Nevertheless, the power of these dominant discourses has been vastly significant in shaping the lived experiences and feelings of racialized teachers, 21 of whom were individually interviewed using a qualitative, semi-structured method. The inside perspectives of these teachers demonstrate the complexity of race and its inadvertent impact on their roles as educators; their feelings and reactions illustrate the ongoing gap between policy and practice, the ignorance that is embedded in notions of racial matching between teachers-students, and the persevering call for a professional community where individual differences are viewed as opportunities to learn rather than obstacles that need to be overcome.

This study focuses on a girl-centered, anti-racist, feminist PAR program with Indigenous and racialized girls in Victoria, a smaller, predominantly white city in British Columbia, Canada. As a partnership among antidote: Multiracial and Indigenous Girls and Women’s Network, and an interdisciplinary team of academic researchers who are also members of antidote, this project defies typical insider-outsider dynamics. In this thesis, I intend to speak back to mainstream Youth Participatory Action Research (YPAR) literature, contesting the notion that this methodology provides an easy escape from the research engine and underlying colonial formations. Practices of YPAR are continuously (re)colonized, producing new forms of colonialism and imperialism. Our process can be described as an ongoing rhythm of disruptions and recolonizations that are not simple opposites, but are mutually reliant and constitutive within neocolonial formations. In other words, our practice involved creatively disrupting new forms of colonialism and imperialism as they emerged, while recognizing that our responses were not outside of these formations. I seek to make our roles as researchers visible, rather than hidden by hegemonic equalizing claims of PAR, and will explore some of the ways that white noise infiltrated our ongoing efforts of decolonizing YPAR practices. / Graduate

Cette thèse traite des contours pédagogiques de l‘enseignement dans des communautés marronnes – au Brésil appelés « quilombolas » – qui contribuent à la construction d‘une nouvelle perspective épistémologique dans le domaine de l‘Éducation. La recherche vise à comprendre les relations existantes entre ces communautés, les différentes organisations sociales et les diverses institutions publiques qui visent à mener des politiques publiques dans le but d‘élever le niveau d‘émancipation de ces communautés qui luttent pour les droits sociaux, et compris le droit à la terre et à l‘éducation. Ces relations débouchent sur des propositions visant à l‘éducation dans le sens le plus large, en tenant compte de l‘environnement social et culturel des communautés marronnes et l‘environnement scolaire. Ces actions ont provoqué des répercussions dans l‘académie, dans l‘éducation antiraciste et dans le développement des politiques publiques visant à la singularité de l‘éducation scolaire dans les communautés marronnes, comme la Communauté Marronne de Casca (dans la ville de Mostardas, au Rio Grande do Sul), l‘objet de l‘analyse et de réflexion de cette étude, ce qui se constitue ici comme les contours pédagogiques de l‘éducation scolaire dans des communautés marronnes. / A presente tese trata dos contornos pedagógicos em educação quilombola, os quais contribuem para a construção de uma nova perspectiva epistemológica no campo da Educação. A pesquisa busca compreender as relações estabelecidas entre as comunidades remanescentes de quilombos, as distintas organizações sociais e as diversas instituições públicas que têm por objetivo efetivar políticas públicas, a fim de elevar o grau emancipatório destas comunidades em luta por direitos sociais, dentre eles, o direito à terra e à educação. Tais relações resultam em propostas voltadas para a educação, em seu sentido amplo, levando em conta o contexto sociocultural quilombola e o ambiente escolar. Estas ações suscitaram repercussões no âmbito acadêmico, na educação antirracista e no desenvolvimento de políticas públicas direcionadas à singularidade da educação escolar em comunidades quilombolas, como é o caso da Comunidade Remanescente de Quilombos de Casca (Mostardas-RS), objeto de análise e reflexão deste estudo, configurando o que aqui se define como contornos pedagógicos da educação escolar quilombola. / This dissertation deals with the pedagogical outlines in quilombola education which contribute to the building of a new epistemological perspective in Education. The research seeks to understand the existent relationship between remaining quilombola communities, different social organizations and various public institutions which aims to carry out public policies in order to raise the emancipating level of these communities fighting for social rights, including the right to land and to education. These relationships result in proposals aimed at education in its widest sense, taking into account social and cultural context of quilombola communities and the school environment. These actions provoked repercussions in academic environment, anti-racist education and the development of public policies targeting the singularity of school education in quilombola communities, such as the Remaining Community of Casca (Mostardas – Rio Grande do Sul), the object of analysis and reflection of this study which sets the outlines of school education in quilombola communities

Cette thèse traite des contours pédagogiques de l‘enseignement dans des communautés marronnes – au Brésil appelés « quilombolas » – qui contribuent à la construction d‘une nouvelle perspective épistémologique dans le domaine de l‘Éducation. La recherche vise à comprendre les relations existantes entre ces communautés, les différentes organisations sociales et les diverses institutions publiques qui visent à mener des politiques publiques dans le but d‘élever le niveau d‘émancipation de ces communautés qui luttent pour les droits sociaux, et compris le droit à la terre et à l‘éducation. Ces relations débouchent sur des propositions visant à l‘éducation dans le sens le plus large, en tenant compte de l‘environnement social et culturel des communautés marronnes et l‘environnement scolaire. Ces actions ont provoqué des répercussions dans l‘académie, dans l‘éducation antiraciste et dans le développement des politiques publiques visant à la singularité de l‘éducation scolaire dans les communautés marronnes, comme la Communauté Marronne de Casca (dans la ville de Mostardas, au Rio Grande do Sul), l‘objet de l‘analyse et de réflexion de cette étude, ce qui se constitue ici comme les contours pédagogiques de l‘éducation scolaire dans des communautés marronnes. / A presente tese trata dos contornos pedagógicos em educação quilombola, os quais contribuem para a construção de uma nova perspectiva epistemológica no campo da Educação. A pesquisa busca compreender as relações estabelecidas entre as comunidades remanescentes de quilombos, as distintas organizações sociais e as diversas instituições públicas que têm por objetivo efetivar políticas públicas, a fim de elevar o grau emancipatório destas comunidades em luta por direitos sociais, dentre eles, o direito à terra e à educação. Tais relações resultam em propostas voltadas para a educação, em seu sentido amplo, levando em conta o contexto sociocultural quilombola e o ambiente escolar. Estas ações suscitaram repercussões no âmbito acadêmico, na educação antirracista e no desenvolvimento de políticas públicas direcionadas à singularidade da educação escolar em comunidades quilombolas, como é o caso da Comunidade Remanescente de Quilombos de Casca (Mostardas-RS), objeto de análise e reflexão deste estudo, configurando o que aqui se define como contornos pedagógicos da educação escolar quilombola. / This dissertation deals with the pedagogical outlines in quilombola education which contribute to the building of a new epistemological perspective in Education. The research seeks to understand the existent relationship between remaining quilombola communities, different social organizations and various public institutions which aims to carry out public policies in order to raise the emancipating level of these communities fighting for social rights, including the right to land and to education. These relationships result in proposals aimed at education in its widest sense, taking into account social and cultural context of quilombola communities and the school environment. These actions provoked repercussions in academic environment, anti-racist education and the development of public policies targeting the singularity of school education in quilombola communities, such as the Remaining Community of Casca (Mostardas – Rio Grande do Sul), the object of analysis and reflection of this study which sets the outlines of school education in quilombola communities

Cette thèse traite des contours pédagogiques de l‘enseignement dans des communautés marronnes – au Brésil appelés « quilombolas » – qui contribuent à la construction d‘une nouvelle perspective épistémologique dans le domaine de l‘Éducation. La recherche vise à comprendre les relations existantes entre ces communautés, les différentes organisations sociales et les diverses institutions publiques qui visent à mener des politiques publiques dans le but d‘élever le niveau d‘émancipation de ces communautés qui luttent pour les droits sociaux, et compris le droit à la terre et à l‘éducation. Ces relations débouchent sur des propositions visant à l‘éducation dans le sens le plus large, en tenant compte de l‘environnement social et culturel des communautés marronnes et l‘environnement scolaire. Ces actions ont provoqué des répercussions dans l‘académie, dans l‘éducation antiraciste et dans le développement des politiques publiques visant à la singularité de l‘éducation scolaire dans les communautés marronnes, comme la Communauté Marronne de Casca (dans la ville de Mostardas, au Rio Grande do Sul), l‘objet de l‘analyse et de réflexion de cette étude, ce qui se constitue ici comme les contours pédagogiques de l‘éducation scolaire dans des communautés marronnes. / A presente tese trata dos contornos pedagógicos em educação quilombola, os quais contribuem para a construção de uma nova perspectiva epistemológica no campo da Educação. A pesquisa busca compreender as relações estabelecidas entre as comunidades remanescentes de quilombos, as distintas organizações sociais e as diversas instituições públicas que têm por objetivo efetivar políticas públicas, a fim de elevar o grau emancipatório destas comunidades em luta por direitos sociais, dentre eles, o direito à terra e à educação. Tais relações resultam em propostas voltadas para a educação, em seu sentido amplo, levando em conta o contexto sociocultural quilombola e o ambiente escolar. Estas ações suscitaram repercussões no âmbito acadêmico, na educação antirracista e no desenvolvimento de políticas públicas direcionadas à singularidade da educação escolar em comunidades quilombolas, como é o caso da Comunidade Remanescente de Quilombos de Casca (Mostardas-RS), objeto de análise e reflexão deste estudo, configurando o que aqui se define como contornos pedagógicos da educação escolar quilombola. / This dissertation deals with the pedagogical outlines in quilombola education which contribute to the building of a new epistemological perspective in Education. The research seeks to understand the existent relationship between remaining quilombola communities, different social organizations and various public institutions which aims to carry out public policies in order to raise the emancipating level of these communities fighting for social rights, including the right to land and to education. These relationships result in proposals aimed at education in its widest sense, taking into account social and cultural context of quilombola communities and the school environment. These actions provoked repercussions in academic environment, anti-racist education and the development of public policies targeting the singularity of school education in quilombola communities, such as the Remaining Community of Casca (Mostardas – Rio Grande do Sul), the object of analysis and reflection of this study which sets the outlines of school education in quilombola communities