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An enduring puzzle of race relations in Brazil is that for most of the 20th century this topic was conspicuously absent from politics, in spite of deep-rooted inequalities between whites and non-whites. The ideology of "racial democracy" effectively depoliticised the issue until the late 1990s, when a wide-ranging programme of affirmative action policies for Afro-Brazilians was implemented. / Beginning with the idea that the myth of racial democracy functioned as an ideological hegemony in the Gramscian sense, this dissertation seeks to explain the process through which public policies ceased to reflect this hegemonic ideology, and instead began to represent a counterhegemonic project. Contrary to traditional Gramscian analysis, I argue that a counterhegemonic project can be defended not only by civil society actors, but also by the state, and that the relative strength of counterhegemonic actors is often influenced by transnational factors. Indeed, I argue that when civil society actors lack the necessary strength to reach a leadership position in civil society that can counter the hegemonic order, a counterhegemonic confluence of civil society, state and transnational actors can produce this change. / An analysis of the evolution of racial politics in Brazil since the return of democratic rule in the 1980s demonstrates that such a confluence did indeed take place in Brazil, culminating at the United Nations World Conference Against Racism in Durban in 2001. A study of the implementation of admissions quotas for Afro-Brazilians in the state universities of Rio de Janeiro serves to confirm the importance of the contribution of the state and transnational actors, as well as to examine the limits of the confluence.

Orientador: Heloisa Pontes / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-17T16:16:16Z (GMT). No. of bitstreams: 1 Rossi_LuizGustavoFreitas_D.pdf: 13058846 bytes, checksum: d8c758d2aa892971149fdf2c27be1e0a (MD5) Previous issue date: 2011 / Resumo: Esta tese investiga a trajetória social e intelectual de Édison Carneiro (1912-1972). Não se trata, contudo, de uma biografia ou de uma interpretação da totalidade da obra do autor. Antes, o foco do trabalho recai sobre os aspectos da prática e produção intelectuais de Édison Carneiro que dão conta de seu envolvimento com o campo de estudos, ao qual ele esteve mais sensivelmente ligado, a saber: o campo de estudos das relações raciais e das culturas de origem africana na sociedade brasileira. Buscou-se, neste sentido, recompor a trama complexa de coordenadas históricas, sociais e biográficas que não somente permitiram a inserção de Édison Carneiro no debate sobre a "questão negra" brasileira, mas também condicionaram as estratégias de "sobrevivência" intelectual por ele adotadas em um contexto de intensas transformações, destravadas pela institucionalização das ciências sociais no país. As conclusões desta tese, portanto, dizem respeito tanto às formas como Édison Carneiro construiu sua carreira intelectual, apreendida à luz dos constrangimentos associados a sua condição de polígrafo e "intelectual de província", quanto aos modos como essa carreira entrelaça e expressa alguns dos dilemas decisivos para se compreender a constituição e o desenvolvimento de debate racial brasileiro, a partir da década de 1930. / Abstract: This dissertation investigates the social and intellectual trajectory of Edison Carneiro (1912-1972). However, it is neither a biography of the author, nor an interpretation of his oeuvre. Rather, the focus of this work falls on Edison Carneiro's intellectual practices and productions pertaining to the field of studies to which he was closely connected: the field of racial relations studies and the cultural African heritage in Brazilian society. In this sense, it reconstructs the complex web of historical, social and biographical coordinates that not only allowed the inclusion of Edison Carneiro in the debate on "Black matters" in Brazil, but also shaped his strategies for 'intellectual survival' in a context of profound changes unlocked by the institutionalization of the social sciences in Brazil. The conclusions of this dissertation concern both the means through which Edison Carneiro built his intellectual career, seen in the light of the constraints of his status as a "self-taught" and a "provincial" intellectual, and the way a career such as Carneiro's expresses some of the decisive dilemmas that help to understand the formation and development of the racial debate in Brazil, from the 1930s onwards. / Doutorado / Tragetórias e Etnografia do Conhecimento da Filosofia / Doutor em Antropologia Social

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-10-10T10:16:52Z No. of bitstreams: 1 Elisângela Nogueira Janoni Dos Santos.pdf: 25358627 bytes, checksum: 8432d81e9ecedda4e9d984fe837c5c7e (MD5) / Made available in DSpace on 2018-10-10T10:16:52Z (GMT). No. of bitstreams: 1 Elisângela Nogueira Janoni Dos Santos.pdf: 25358627 bytes, checksum: 8432d81e9ecedda4e9d984fe837c5c7e (MD5) Previous issue date: 2018-09-03 / With the objective of analyzing the resonance of a continuous training course of teachers in a public school in the city of São Paulo in relation to teaching practice and interpersonal relations in the perspective of Education for ethnic-racial relations, the research focused on the presence of Bolivian students in this school and sought to understand the migratory phenomenon Bolivia-Brazil and its consequences in the inclusion of them. The importance of approaching the theme is justified by the diversity of ethnicities and cultures present in our country. In this school unit, there was a need to increase the knowledge of the different Latin cultures, due to the great immigration (mainly Bolivian) and the insertion of these immigrants and / or their descendants into the school community. To do so, the data collection procedures of this qualitative research were questionnaires with teachers involved in the training developed in 2015 or in project practices with immigrant students in the school unit and questionnaires applied to Bolivian immigrant students or descendants of the seventh, eighth and ninety years. The questions that surrounded the problematic of this research were: "What are the resonances of this formation about ethnic-racial relations in the teaching practice? Have there been changes? In what aspects? " Thus, the objective was to analyze the effects of this training on ethnic-racial relations between the different members of the school community in the period from 2015 to 2018, as well as the view of the students involved and the establishment of their ethnic-racial relations. Understanding these phenomena through the view of teachers and students is an exercise of listening in the dialogical and horizontal perspective of the relations founded in Paulo Freire. The results of the research point to resonances from teacher education, promoting projects related to diversity and interculturality, as well as increasing the participation of immigrant students in these projects, improving communication and school climate / professores em uma escola da rede pública municipal de São Paulo em relação à prática docente e às relações interpessoais na perspectiva da Educação para as relações étnico-raciais, a pesquisa teve como foco a presença de estudantes bolivianos nessa escola e buscou compreender o fenômeno migratório Bolívia-Brasil e seus desdobramentos na inclusão dos mesmos. A importância a abordagem do tema é justificada pela diversidade de etnias e culturas presentes em nosso país. Verificou-se nesta unidade escolar, a necessidade de ampliar o conhecimento das diferentes culturas latinas, em razão da grande imigração (principalmente boliviana) e a inserção destes imigrantes e/ou seus descendentes na comunidade escolar. Para tanto, os procedimentos de coleta de dados desta pesquisa, de abordagem qualitativa, foram questionários com professores envolvidos na formação desenvolvida em 2015 ou em práticas de projetos com estudantes imigrantes na unidade escolar e questionários aplicados aos estudantes imigrantes bolivianos ou descendentes dos sétimos, oitavos e nonos anos. Os questionamentos que cercaram a problemática desta pesquisa foram: “Quais as ressonâncias dessa formação acerca das relações étnico-raciais na prática docente? Houve mudanças? Em quais aspectos?”. Assim, o objetivo foi analisar os efeitos da referida formação nas relações étnico-raciais entre os diferentes membros da comunidade escolar no período de 2015 a 2018, bem como o levantamento da visão dos estudantes envolvidos e o estabelecimento de suas relações étnico-raciais. Compreender tais fenômenos pela visão de docentes e estudantes é um exercício de escuta na perspectiva dialógica e de horizontalidade das relações fundamentadas em Paulo Freire. Os resultados da pesquisa apontam ressonâncias a partir da formação docente, promovendo a realização de projetos voltados à diversidade e à interculturalidade, bem como no aumento da participação dos estudantes imigrantes nesses projetos, na melhoria da comunicação e do clima escolar