This dissertation focuses on the role of tradition and ritual in historically Black education, particularly combating the legacy of antiblackness in school discipline. The study argues for the use of prophetic disruptive rituals that are grounded in meaning, hope, and love. Using Morehouse College as a philosophical case study, the project draws on digital archival research to answer the central question: How can education empower students to resist the nihilism and despair resulting from continued racial oppression and instead look to the future with hope and imagination? The dissertation acknowledges the significant role of student agency and campus traditions in institutional life and aims to move beyond the deficit-laden approach to historically Black education. Ultimately, the study provides a framework for creating ensouling experiences that breathe life into dry bones.

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Made available in DSpace on 2015-05-07T15:09:43Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2017320 bytes, checksum: 413a6d87a9afe321737ffe56312032ad (MD5) Previous issue date: 2008-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this paper is to analyze the application of the multimidia resources in the classroom, specially the computer as in improvement for the Literature teaching face to the pedagogical practice in CEFET-AL, and verify how the use of these new technologies means will contribute to the progress of this pedagogical action. For that, it uses as theoretical reference mainly the contributions of Pierre Lévy (that studies the new technologies and the changes of the world nowadays) emphasizing the new relation with knowledge due to these changes, besides authors working in Teaching and Literature fields, such as Nelly Novaes Coelho, Marisa Lajolo, Fortini, Afrânio Coutinho, among others. It is appropriate to point out the importance of Reading when doing literature, where both are inseparable and interdependent. The corpus was organized base don written questionnaires with closed and mixed questions to a total 0f 79 students of the three years of the Medium Level (equivalent to High School) of CEFET-AL, and also a recorded interview with four teachers of the Language Area of this Institution. / O presente estudo, desenvolvido no Programa de Pós-Graduação em Educação (PPGE) da Universidade Federal da Paraíba (UFPB), cujo tema é O Rap do movimento Hip-Hop nordestino como prática educativa da juventude negra, na cidade de João Pessoa-PB. A investigação central analisa o Rap do movimento Hip-Hop nordestino, aliado ao Coco de Embolada , significando uma forma do Repente nordestino , e como estes podem contribuir como prática educativa urbana da juventude negra. A metodologia é constituída de três momentos. No primeiro, está foi realizada a pesquisa bibliográfica. No segundo, a pesquisa documental e, por fim, a pesquisa participante. Verificamos até agora que o advento de um Repente-Rap, como manifestação híbrida desse encontro, contempla a associação dos elementos plásticos, cênicos e educativos que se entrecruzam nos universos da cultura Hip-Hop e da cantoria nordestina, tendo um papel fundamental na forma de denúncia social, além do fortalecimento do pertencimento étnico racial dessa juventude, confabulando novas formas de uma auto-gestão de lazer e sociabilidade juvenil negra. A pesquisa busca revelar novos modos de ser jovem negro na periferia brasileira e, para isto, o estudo foi ao encontro de respostas qualitativas sobre os desdobramentos das práticas de sociabilidades entre os Rappers paraibanos, pernambucanos e descendentes nordestinos da cidade de São Paulo, verificando que estas práticas vêm atualmente promovendo um protagonismo juvenil na periferia da cidade.

Orientador: Neusa Maria Mendes de Gusmão / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T17:32:11Z (GMT). No. of bitstreams: 1 Nascimento_DivaCarneirodo_M.pdf: 1435520 bytes, checksum: da2357817d46ae8bfd928dbe2382c431 (MD5) Previous issue date: 2008 / Resumo : Este trabalho teve como objetivo perceber nas atribuições de sentido elaboradas por meninas negras e pobres moradoras do bairro de Pontezinha na Região Metropolitana do Recife, como os saberes do cotidiano se apresentam e de que forma interferem nas escolhas individuais que os sujeitos desta pesquisa fazem, como estabelecem relações entre os saberes do bairro onde moram e a escola publica estadual que freqüentam. Entre outras esta pesquisa indagou acerca de quanto os saberes da escola operam no cotidiano do bairro e vice-versa e em que medida os saberes desse cotidiano penetram no espaço escolar e modificam o processo educativo. A hipótese que orientou esta pesquisa foi em busca de confirmar que tais saberes presentes nos sujeitos são manejados de diversas formas dependendo dos contextos e contingências Nessa perspectiva a categoria raça problematizou tal discussão sobre cotidiano vivido pelas meninas que constroem suas experiências dentro de uma realidade de pobreza. Por tal problemática foi necessário investigar os ideais racistas presentes no cotidiano do bairro, que apesar de pobre e de maioria negra, não foge a regra mais geral da sociedade brasileira. O cotidiano das meninas foi objetivado a partir das concepções de táticas elaborado por Michel de Certeau, assim foi possível discutir que esse cotidiano que as meninas vivenciam quer individualmente quer coletivamente ora no bairro, ora no espaço escolar é feito de mediações, porque frente às contingências que lhes são colocadas elas reinventam concepções de si próprias e do lugar onde vivem e desse modo ordenam as relações de convivências com o bairro, com a escola e com os outros sujeitos, possibilitando possíveis diálogos entre os significados de uma narrativa do saber constituído (escolar) e a narrativa do saber vivido (dia-a-dia). Optou-se nesse trabalho pela pesquisa qualitativa onde foi utilizada a observação e as ¿rodas de conversas¿ tanto para os adultos quanto para as crianças pesquisadas. Contudo em certa medida foi utilizado documentos escritos e alguns dados quantitativos para fundamentar as analises feitas / Abstract : The objective of this dissertation is to observe how, in the construction of meaning by black poor residents of the Pontezinha neighborhood in Recife¿s metropolitan region, everyday information presents itself, as well as in which way this collective knowledge interferes with the individual choices made by the subjects of this research; how they establish a relationship between the information coming from the neighborhood they live in and the public state school they go to. The research analyzes, among other aspects, the level to which the neighborhood general knowledge interferes in the community¿s everyday life, and vice versa, and in what measure everyday knowledge penetrates the school space and modifies the educational process. The hypothesis that guided this research sought to confirm that such informational inputs present in subjects, are managed in diverse ways, depending on context and contingencies. In this perspective, the race issue stirred the discussion about the daily life lived by these girls who build their experiences within a reality of poverty. Because of the relevance of the issue, it was necessary to investigate the racist ideals present in the community¿s everyday dynamics, which, in spite of being mostly composed of black and poor members, does not stray from the average Brazilian community profile. The everyday life of these girls was approached based on the concepts of tactics elaborated by Michel de Certeau. Under this light it was possible to discuss that the routine lived by these girls, individually or collectively, in their neighborhood, or school, is composed of mediations, because, given the contingencies they face, they reinvent conceptions of themselves and of the place where they live, therefore organizing their coexistences with the community, the school and other people. This allows for possible dialogues between the essence of a narrative of the established knowledge (academic) and that of common sense knowledge (everyday). A qualitative research was chosen for this dissertation, using observation and open discussion groups as much with adults as with the children. However, to a certain measure, written documents and some quantitative data were used to fundament the analysis carried out / Mestrado / Educação, Sociedade, Politica e Cultura / Mestre em Educação

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / O presente trabalho à um aprofundamento, iniciado no mestrado em EducaÃÃo, sobre o pensar e fazer pedagÃgico de entidades do Movimento Negro (MN) no Brasil, que nomearam como pedagogia os modelos que norteiam seus projetos de educaÃÃo para o Brasil. Este tema mostra-se relevante na medida em que almejo superar o desconhecimento na sociedade e na histÃria da EducaÃÃo de propostas pedagÃgicas desenvolvidas pelo Movimento Negro. Investigo a Pedagogia Multirracial, desenvolvida no Rio de Janeiro, por Maria Josà Lopes da Silva e um grupo de educadores, na dÃcada de 80, do sÃculo XX. Como tambÃm seu desdobramento, no sÃculo XXI, na elaboraÃÃo da Pedagogia Multirracial e Popular, no estado de Santa Catarina, pelo NÃcleo de Estudos Negros (NEN), entidade do MN da capital. A pesquisa tem como referencial teÃrico-metodolÃgico uma perspectiva sÃcio-histÃrica, considerando os sujeitos, suas origens e as relaÃÃes sociais, que se estabeleceram em suas trajetÃrias de vida militante e intelectual. Esta visÃo histÃrica serà combinada com o uso da HistÃria Oral temÃtica, como possibilidade de aprofundar os significados do universo cultural e polÃtico dos integrantes deste movimento e seus reflexos nas polÃticas educacionais no Brasil. Mediante a esta proposta de sistematizaÃÃo das pedagogias desenvolvidas pelo MN, procuro contribuir no avanÃo do debate sobre as relaÃÃes raciais, a cultura e histÃria da populaÃÃo negra, que se verificam no Ãmbito da EducaÃÃo brasileira contemporÃnea e que continuam a produzir exclusÃo e desigualdades das mais variadas formas. / The present work is a deepening, initiated in the master course in Education, on thinking and on the pedagogical work of the Movimento Negro (MN) entities in Brazil, that had nominated as pedagogia the models that guide its projects of education for Brazil. This subject reveals excellent in the measure where I long for to surpass the unfamiliarity in the society and the history of the Education of pedagogical proposals developed by the Black Movement. I investigate the Pedagogia Multiracial, developed in Rio De Janeiro, for Maria Jose Lopes da Silva and a group of educators, in the decade of 80, of century XX. As well as its unfolding, in century XXI, the elaboration of the Pedagogia Multiracial and Popular, in the state of Santa Catarina, for the Nucleus of Estudos Negros (NEN), entity of the MN of the capital. The research has as referencial theoretician-metodolÃgico a partner-historical perspective, considering the social citizens, its origins and relations, that if had established in its trajectories. This historical vision will be combined with the use of thematic Verbal History, as possibility to deepen the meanings of the cultural universe and politician of integrant of this movement and its consequences in the educational politics in Brazil. By means of the this proposal of systematization of the pedagogias developed for the MN, I look for to contribute in the advance of the debate on the racial relations, the culture and history of the black population, that if verify in the scope of the Brazilian Education contemporary and that they continue to produce exclusion and inaqualities of the most varied forms

This ethnohistorical study returns to a historical site of Black education, The Mississippi Freedom Schools (MFS) of 1964, to excavate conceptions of teacher education and Black education held by the Student Nonviolent Coordinating Committee (SNCC) a predominantly Black social movement organization. The MFS served as an alternative site of education for Black children across the state of Mississippi that, unlike public school, placed the lives of Black children and the movement for Black liberation at the center of learning. Through an analysis of digital archival documents, secondary sources, and interviews this dissertation is segmented into two sections of historical findings. Part I begins with a series of narratives recounting a racialized history of teacher education, the journey of Black education in America, and the origin of SNCC. The second section details the foundational values of teacher education, answers the question, “What counted as teacher education?”, and derives the essential components of Black education all held by SNCC. By illuminating these conceptions this study aims to inform and transform the trajectory of not only how teachers are prepared to teach Black children, but also inform the broader field of education as it relates to education policy, curriculum, and teacher education program design. This study found that the foundational values of teaching and teacher education held by SNCC required teachers to interrogate and confront their deepest perceptions of Black folk, demands that teachers release ego and hero archetypes, and that teacher education actively disrupt traditional teacher-student binaries. Additionally, this study found that SNCC believed that a shattering of perceived realities and ideological foundations, a theoretical understanding of the Black American experience, and a knowledge of both the historical and current context of Mississippi counted as teacher education. Lastly, this dissertation found, according to SNCC, Black education served as a confirmation of youth’s lived experiences in an inequitable society, to demystify the functions of society that leads to oppression, aimed to dispel anti-Black myths and supplement the erasure of Blackness in school curriculum, and worked to cultivate an activist mindset and skillset.

Professional decision-making concerning the nature and quantity of schoolchildren's educational, counseling, and remedial experiences is critical to children's success. How are aspects of students' race and socioeconomic status associated with teachers' and counselors' recommendations regarding the supportive and remedial services provided to them? This study examined how racial/ethnic identity and social class may influence the early treatment decisions that teachers and counselors make about programs and services that could benefit their students. The study analyzed archival data collected from teachers and counselors via a classroom vignette study in which participants suggested appropriate programming and services for a hypothetical child. The scenario and the presenting issues were the same across all vignettes, while the hypothetical child's race/ethnicity and socioeconomic background varied. Overall, the results suggested that many teachers and counselors can make unbiased decisions about service recommendations for students. However, responses to the Asian American vignette frequently seemed to be affected by the model minority stereotype; in addition, trends that suggested biased views towards Latinx and low SES students were found, along with the possible existence of a positive feedback bias toward Black students. Suggested future research directions included the creation of a scale for the measurement of attitudinal dispositional ratings with an extension to clinical settings.

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2018-02-02T10:24:16Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Rosiane Machado da Silva.pdf: 1598659 bytes, checksum: 3b819adc2c118c33c085c3c1e10d1c2e (MD5) / Made available in DSpace on 2018-02-02T10:24:16Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Rosiane Machado da Silva.pdf: 1598659 bytes, checksum: 3b819adc2c118c33c085c3c1e10d1c2e (MD5) Previous issue date: 2017-11-28 / Esta tese apresenta um estudo sobre a educação dos negros retratada nos jornais paranaenses no período de 1853 a 1889, as influências dos preceitos do liberalismo econômico de John Locke nos posicionamentos políticos, econômicos e educacionais no Brasil e de modo singular no Paraná. A escolha por este período de análise se justifica pelos importantes acontecimentos políticos ocorridos, como a emancipação Política do Paraná em 1853 e a busca por indícios sobre o negro e a educação que circulavam nos jornais nesta época. Outro aspecto a ser destacado foi as importantes leis abolicionistas que ocorreram, como: a Lei do Ventre Livre em 1871, Lei dos Sexagenários em 1885 e, em 1888, a Lei Áurea; ainda, os primeiros passos da educação no Brasil republicano em 1889. As discussões realizadas no Grupo de Estudos e Pesquisas História, Sociedade e Educação dos Campos Gerais no Paraná HISTEDBR- Campos Gerais, também colaboraram pela escolha deste estudo. A metodologia adotada foi o materialismo histórico que tem como referência os preceitos da teoria marxista. Nesse sentido, elencamos como categoria para análise do objeto de estudo: contradição, ideologia, luta de classe e totalidade; por entendermos que a compreensão dos fatos não se dá de modo isolado ou dissociado das condições reais e materiais que o cercam. Para a seleção das fontes primárias, partimos da catalogação realizada pela historiadora Marcia Elisa de Campos Graf, dos jornais existentes nas cidades mais antigas do Paraná no período analisado (1853-1889), como: Paranaguá, Lapa, Castro, Curitiba, Campo Largo, Antonina e Morretes. A localização dos exemplares dos periódicos em condições de pesquisas foram encontrados em diferentes arquivos, como na Sessão de Obras Raras da Biblioteca Nacional, na Biblioteca Nacional Digital, na Coleção Osvaldo Pilotto, no Instituto Histórico e Geográfico de Paranaguá, e no Instituto Neo- Pitagórico. Para melhor compreensão do assunto, a tese foi estruturada em três capítulos. No primeiro capítulo, analisamos os aspectos políticos e econômicos retratados na imprensa brasileira e paranaense sob a égide do liberalismo. No segundo capítulo, tratamos das condições do homem negro e do trabalho escravo e livre no Brasil e, de modo particular no Paraná, registrado pela imprensa. No terceiro capítulo, abordamos as impressões presentes nos jornais paranaenses, sobre a educação para o negro de cunho preconceituoso, discriminatório e segregacionista, permeados pelos preceitos liberais. Nas considerações finais, tecemos as impressões que foram sendo construídas no estudo, e defendemos a tese que apontou para a (in)visibilidade do negro nos jornais paranaenses com relação ao seu trabalho e a educação. / This thesis presents a study on the education of black people portrayed on the Paraná’s newspapers from 1853 to 1889, the influences of the precepts of economic liberalism of John Locke on political, economic and educational positions in Brazil and in a singular way in Paraná. The choice for this period of analysis is justified by the important political events that took place, such as the Political emancipation of Paraná in 1853 and the search for clues about the black people and the education that circulated on newspapers at this time. Another important point to be highlighted was the important abolitionist laws that took place, such as: the Law of the Free Womb in 1871, the Law of Sexagenarians in 1885 and, in 1888, the Golden Law; yet the first steps of education in republican Brazil in 1889. The discussions held in the History, Society and Education Group of Campos Gerais in Paraná HISTEDBR-Campos Gerais also collaborated in the choice of this study. The adopted methodology was the historical materialism that has as reference the precepts of the Marxist theory. In this sense, we list as category for analysis of the object of study: contradiction, ideology, class struggle and totality; because we understand that the comprehension of the facts does not occur in an isolated or dissociated way of the real and material conditions that surround it. For the selection of primary sources, we start with the cataloging made by historian Marcia Elisa de Campos Graf, from newspapers in the oldest cities of Paraná in the period analyzed (1853-1889), such as: Paranaguá, Lapa, Castro, Curitiba, Campo Largo, Antonina and Morretes. The location of the journals under searching conditions was found in different archives, such as the Rare Works Session of the National Library, the National Digital Library, the Osvaldo Pilotto Collection, the Historical and Geographical Institute of Paranaguá, and the Neo-Pythagorean Institute . For a better understanding of the subject, the thesis was structured in three chapters. In the first chapter, we analyze the political and economic aspects portrayed in the Brazilian and Paraná press under the aegis of liberalism. In the second chapter, we discuss the conditions of the black man and slave and free labor in Brazil and, particularly in Paraná, recorded by the press. In the third chapter, we analyze the impressions present in the newspapers of Paraná, about the education for the black of a prejudiced, discriminatory and segregationist nature, permeated by the liberal precepts. In the final considerations, we weave the impressions that were being constructed in the study, and defend the thesis that pointed to the (in) visibility of the black people on newspapers from Paraná in relation to his work and education.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-04-26T12:33:29Z No. of bitstreams: 1 Shirlene de Araujo Prezoto.pdf: 1381524 bytes, checksum: 3edd89f036f971dc277f528754403078 (MD5) / Made available in DSpace on 2018-04-26T12:33:29Z (GMT). No. of bitstreams: 1 Shirlene de Araujo Prezoto.pdf: 1381524 bytes, checksum: 3edd89f036f971dc277f528754403078 (MD5) Previous issue date: 2007-08-01 / This work presents a reflection about the ethnic-cultural/racial relations in the primary school environment, and has as its objective to highlight the importance and the necessity of a social deconstruction of prejudices and racial discrimination, which are attributed to the black population. It shows through Brazilian history, from its colonization to current times, the ideologies on which the relationship between blacks and whites was constructed, with great disadvantages for the first, especially, in their quest for education and social ascension. It is concluded that prejudice and racial discrimination in schools are presented in a subtle and disguised way, for in Brazilian minds, the racial relationship is cordial. The existence of prejudice and discrimination is denied, even though studies show significant malicious rates for the Brazilian black population, verifying the so called “Brazilian knack” of discrimination, also known as “racism Brazilian style”. Finally, it seeks to evoke the debate about the negative social representations imposed on the black population through stigmas and stereotypes, approaching particularly the issue of ethic-racial education in schools, under Federal Law number 10.639/2003, which establishes imperativeness in teaching Afro- Brazilian History and Culture from elementary to high school level within government and private establishments. / Este trabalho apresenta uma reflexão sobre as relações étnico-cultural/racial no ambiente escolar de educação básica, e tem por objetivo trazer à tona a importância e a necessidade da desconstrução social do preconceito e da discriminação racial que são atribuídos à população negra. Mostra através da história brasileira, desde a colonização aos dias atuais, as ideologias sob as quais foram construídas as relações entre negros e brancos, com grandes desvantagens para os primeiros, especialmente, em sua trajetória em busca da escolarização e ascensão social. Conclui que o preconceito e a discriminação racial nas escolas se apresentam de forma sutil e disfarçada, pois no imaginário brasileiro, as relações raciais são cordiais. Nega-se a existência do preconceito e da discriminação, apesar de estudos mostrarem índices significativamente perversos para a população negra brasileira, fincando constatado o chamado “jeitinho brasileiro” de discriminar, também considerado como o “racismo à brasileira”. Por fim, procura suscitar o debate sobre as representações sociais negativas colocadas à população negra por meio de estigmas e estereótipos, abordando particularmente a questão da educação étnico-racial no espaço escolar, a partir da Lei Federal nº. 10.639/2003, que estabelece a obrigatoriedade do ensino sobre História e Cultura Afro- Brasileira nos estabelecimentos de ensino fundamental e médio, oficiais e particulares.