Made available in DSpace on 2016-06-02T20:39:17Z (GMT). No. of bitstreams: 1 5143.pdf: 1036234 bytes, checksum: 91452fd8e2cf25b41effbc818772f4f5 (MD5) Previous issue date: 2012-11-06 / Financiadora de Estudos e Projetos / This research aimed to conduct a few works that articulated the category race to the field of education in order to verify the relevance of the role played by the school institution as it relates to ethnic-racial issue in Brazil. Seeking to achieve this objective it is a mapping of the papers presented at two major national associations of research and graduate of Social Sciences and Education, the National Association of Graduate Studies and Research in Social Sciences (ANPOCS) and the National Association of Graduate Studies and Research in Education (ANPEd) during 1988-2003. The observation of the aforementioned mapping identified the concepts of identity and citizenship presented directly related to ethnic and racial issues and education in the analyzed texts. Both this mapping as the monitoring of the contemporary literature of Social Sciences and Education, issues related to ethnicity, race, reported the need to study the relationships established between the formal education, the black movement and educational policies. In this sense, the research aimed to examine the interconnections between theoretical treatises that articulate race and education in ANPOCS ANPEd and pointing to the understanding of space and school education as central places in the constitution and re-discussion of the parameters of citizenship and / or as construction place processes to identify the persons to whom they are intended educational processes through the racial-ethnic membership. Finally, we sought a rapprochement between the normative instruments / legal policies that institutionalize public education in the country: the Law of Guidelines and Bases of Education (LDB), the National Education Plan (NEP) and the Development Plan for Education (PDE) and discussions presented by the works analyzed. / Esta pesquisa buscou realizar uma análise de alguns trabalhos que articulavam a categoria raça ao campo da educação visando verificar a relevância do papel desempenhado pela instituição escolar no que esta se relaciona à questão étnico-racial no Brasil. Buscando atingir tal objetivo realizou-se um mapeamento dos trabalhos apresentados em duas das principais associações nacionais de pesquisa e pós-graduação das Ciências Sociais e da Educação, a Associação Nacional de Pós-Graduação e Pesquisa em Ciências Sociais (ANPOCS) e a Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd), no período de 1988 a 2003. A observação do mapeamento citado permitiu identificar que os conceitos identidade e cidadania apresentavam-se diretamente relacionados às questões étnico-raciais e a educação nos textos analisados. Tanto este mapeamento quanto o acompanhamento da literatura contemporânea das Ciências Sociais e da Educação, relacionadas às questões étnico-raciais, informaram a necessidade do estudo das relações que se estabelecem entre a educação formal, o movimento negro e as políticas públicas educacionais. Nesse sentido, a pesquisa teve por objetivo analisar as interconexões entre as produções teóricas que articulam raça e educação na ANPOCS e ANPEd apontando para a compreensão do espaço e da educação escolar enquanto lugares centrais na constituição e rediscussão dos parâmetros da cidadania e/ou como o lugar da construção dos processos de identificação dos sujeitos aos quais se destinam os processos educacionais por meio da pertença étnico-racial. Por fim, buscou-se uma aproximação entre os instrumentos normativos/legais que institucionalizam as políticas públicas educacionais no país: a Lei de Diretrizes e Bases da Educação (LDB), o Plano Nacional de Educação (PNE) e o Plano de Desenvolvimento da Educação (PDE) e os debates apresentados pelos trabalhos analisados.

This thesis explores the issue of ethno-linguistic identity through an examination of everyday practices in two mother-tongue schools in Nepal. While language and ethnicity have remained highly politicised subject in Nepal, the everyday cultural politics of language use inside minority language school has received very limited academic attention. In this thesis, I focus on the ways in which different people understand, experience, and interpret mother-tongue education in their everyday life. Drawing on Bourdieu's notion of social field, I argue that mother-tongue instruction not only concerns the introduction of minority languages in education, but also constitutes an 'arena of struggle', where the idea of an 'educated person' is (re)imagined, and the social positions of ethno-linguistic groups are negotiated. To explain this further, I show that minority language education function as a subfield within the larger social field of national education. On the one hand, everyday language practices in the schools display inward-looking characteristics through the everyday use of mother tongue and the construction of unified ethnic identity within the subfield of minority language education. On the other hand, there were outward-looking dynamics of actively engaging with the national education system. The salience of these processes is the simultaneous membership to multiple groups, claims over public spaces and in the spaces of nationalism, hitherto associated with Nepali. Using the idea of 'simultaneity', I show that social actors in minority language education might not necessarily select between subfield and social field, but instead thrive in their tense intersection. In this process, ethno-linguistic groups are able to construct their own subjectivities by negotiating what it means to be educated in a minority language. This emerging narrative of minority language education may help us to understand the issues of language and ethnicity in a more open-ended way and appreciate the multiple scales in which identities are expressed.

This study looks at history teaching as a reflection of the circumstances and interests that shaped the nature of Palestinian society, Arab and Jewish, in mandate Palestine. It examines the pedagogical and political roots of educational segregation between Arabs and Jews, tracing the causes that turned it into an impervious practice and explores the engagement of both communities with the education of the national other and the reciprocal influence of this engagement on both education systems. The thesis examines the sociology of particularly Arab, but also Hebrew knowledge, focusing on who wrote history textbooks and why, what were the cultural and intellectual influences involved in this process, and how was history instrumentalised for the creation of a new identity, shedding light on the conscious or unconscious manner in which colonial historiographic paradigms wrote themselves into these textbooks. The juxtaposition of Arabic and Hebrew textbooks underlines the centrality of the conflict in moulding exclusive notions of collectivity and territoriality through the narration of the past. The second part of the project discusses the institutionalisation of this historiography into an educational policy, through curricula, syllabi and exams. I focus on the colonial logic behind this policy, highlighting its inconsistent educational rationale. By analysing the pedagogic discourse of Arab educators and essays written by students, I argue that a growing community of educators and students countered the British policy, seeking to make sense and find an authentic voice within the contours of colonial reality. The thesis concludes with an examination of the teaching of history beyond the history course, analysing the omnipresence of history in the students' lives and their interpretation of it, underlying the differences between the Arab and Hebrew communities in their ability to disseminate a shared, historical consciousness. This analysis of Arabic and Hebrew sources discloses the uncanny resemblance between the production of historical education in both communities, which nonetheless contributed in both cases to driving them apart rather than opening any space for commonality.

No description available.

The central investigation of the thesis is an exploration of why the US has, historically, done very little in terms of assisting the various Sri Lankan governments in their fight against, what the US Department of State determined as, one of the most deadly terrorist organisations on the planet. The thesis traces the development of the US-Sri Lanka relationship from independence (1948) to present day, identifying trends and motifs in the bi-lateral connection. Once identified, these trends and motifs are used to place the American response to the emerging conflict in a clear historical context. The work makes it clear that there are unambiguous historical indicators in the US-Sri Lanka relationship that help determine the nature of it, and that these indicators become ever more apparent, even dominant, as the war between the Tamil insurgents and the Sri Lankan state intensifies. These historical indicators are then used to frame the impact of the War on Terror on America's orientation towards the conflict. The investigation draws together the historical dynamics that have shaped, and continue to impact upon, the US-Sri Lanka relationship, giving a very definite set of parameters within which the US is prepared to accommodate the Sri Lankan state. Ultimately, the question of whether the War on Terror, prosecuted by the administration of President George W. Bush, marked a 'turning point' in the relationship between America and Sri Lanka is answered. The judgment, clearly supported by a broad range of original and, at times peerless, primary sources, is that the US operates a very restrictive foreign policy with Sri Lanka, and that this policy has done very little in material terms, to assist against the LTTE - despite the Bush administration's War on Terror.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-06-02T12:40:53Z No. of bitstreams: 1 DissDFS.pdf: 1851141 bytes, checksum: ca531647e998c96fc3aca52f1c0faab9 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-06-05T14:24:58Z (GMT) No. of bitstreams: 1 DissDFS.pdf: 1851141 bytes, checksum: ca531647e998c96fc3aca52f1c0faab9 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-06-05T14:25:05Z (GMT) No. of bitstreams: 1 DissDFS.pdf: 1851141 bytes, checksum: ca531647e998c96fc3aca52f1c0faab9 (MD5) / Made available in DSpace on 2017-06-05T14:28:48Z (GMT). No. of bitstreams: 1 DissDFS.pdf: 1851141 bytes, checksum: ca531647e998c96fc3aca52f1c0faab9 (MD5) Previous issue date: 2017-02-16 / Não recebi financiamento / The present work had as its objective discussing the relationship between the Black Movement and the university, through the axis of university extension, analyzing the extension activities that deal with the subject of racial and ethnic relations and from the perspective of representatives of groups of the black movement of São Carlos and UFSCar members. In this work, we attempted to answer the question: what are the advances and limits of the UFSCar extension activities for the groups of the Black Movement of São Carlos, involving the theme of racial and ethnic relations? We used qualitative methodology, divided in the stages of bibliographical survey, interviews, analysis and interpretation of the data. This work allowed us to reflect, discuss and study the advances and limits of the role of the university in the relation with the community, through extension. It is perceived that this relationship is permeated by many contributing elements moving the dialogue forward or backward and that it is necessary to understand the university from the totality in which it is inserted. The university has a fundamental role in making a historical, sociological and political survey of the situation of black people, formulating actions, giving new meanings to historical stigmas, and strengthening the relationship with the external community through teaching, research and extension. However, this relationship is limited by the political sphere, since it is through this sphere that it will be possible to implement public policies. Thus, the university must be attentive to those actions that can contribute to the separation and non-belonging of the external community. Extension can serve as a mechanism to reinforce social inequality, and the actions that contribute to the transformation end up being restricted only those teachers who already had a social commitment. Therefore, it is necessary to have a constant reflection on this relation so that the university assumes its social commitment. / O presente trabalho teve como objetivo discutir a relação entre Movimento Negro e universidade, pelo eixo da extensão universitária, analisando as atividades de extensão que tratam a temática das relações étnico-raciais e sob o olhar de representantes de grupos do movimento negro de São Carlos e de membros da UFSCar. Neste trabalho, buscou-se responder à questão: Quais são os avanços e limites das atividades de extensão da UFSCar para os grupos do Movimento Negro de São Carlos envolvendo a temática das relações étnico-raciais? A metodologia utilizada é de caráter qualitativo, dividida nas etapas de levantamento bibliográfico, entrevistas, análise e interpretação dos dados. Este trabalho proporcionou refletir, dialogar e estudar os avanços e limites do papel da universidade na relação com a comunidade, via a extensão. Percebe-se que essa relação é permeada por muitos elementos que contribuem para que o dialogo avance ou retroceda, e que é necessário compreender a universidade a partir da totalidade em que ela está inserida. A universidade tem o papel fundamental em fazer um levantamento histórico, sociológico, político da situação do negro, formular ações, dar novos significados para estigmas históricos e estreitar a relação com a comunidade externa, via ensino, pesquisa e extensão. No entanto, esta relação é limitada pela esfera política, dado que é por meio dela que será possível implementar as políticas públicas. Por isso, a universidade deve estar atenta às suas ações que podem contribuir para o distanciamento e não pertencimento da comunidade externa. A extensão pode servir como um mecanismo de reforçar a desigualdade social se as ações que contribuem para a transformação acabarem ficando restritas apenas àqueles professores que já tinham um comprometimento social. Portanto, é preciso haver uma reflexão constante sobre essa relação para que a universidade assuma o seu compromisso social.

Submitted by Elaine Aparecida Mani (elainea.mani@hotmail.com) on 2018-05-17T17:56:27Z No. of bitstreams: 1 Dissertação Elaine - Revisada ENCADERNAÇÃO.docx: 12214593 bytes, checksum: b5f564f214526ecacc264ad51586fa00 (MD5) / Approved for entry into archive by Jacqueline de Almeida null (jacquie@franca.unesp.br) on 2018-05-18T19:53:16Z (GMT) No. of bitstreams: 1 Mani_EA_me_fran.pdf: 4687027 bytes, checksum: a64cedf4cfa312164073533f2ee8ffa1 (MD5) / Made available in DSpace on 2018-05-18T19:53:16Z (GMT). No. of bitstreams: 1 Mani_EA_me_fran.pdf: 4687027 bytes, checksum: a64cedf4cfa312164073533f2ee8ffa1 (MD5) Previous issue date: 2018-03-23 / A Lei 10.639, assinada pelo presidente Luiz Inácio Lula da Silva em 2003, corresponde à alteração da Lei de Diretrizes de Bases da Educação, de 1996 (Lei 9.394/96) e torna obrigatório o ensino da temática de História e Cultura da África e dos Afro-brasileiros nos estabelecimentos de ensino fundamental e médio do país. A questão que nos motiva a empreender uma pesquisa sobre esta temática consiste em saber se, após quinze anos da sanção desta Lei, as escolas estão aplicando-a e traduzindo-a em práticas pedagógicas efetivas. Portanto, o objetivo geral que norteia esta pesquisa consiste em analisar o grau de implementação e enraizamento da Lei 10.639/03, a partir de práticas pedagógicas realizadas em uma escola pública de Ensino Médio e Técnica do interior de São Paulo, assim como identificar as principais dificuldades e os desafios encontrados pelos professores e gestores para a sua implementação. Trata-se de uma pesquisa qualitativa por pretender verificar o grau de implementação e o enraizamento de uma política pública educacional através de pesquisa bibliográfica e estudo de caso. Os dados foram coletados através dos documentos escolares: Plano Plurianual de Gestão, Projeto Político-Pedagógico; Planos de Trabalho, diários de classe e Proposta de Currículo por Competência para o Ensino Médio do Centro Paula Souza (2012); de observação e registro em diário de campo e registro fotográfico; de entrevistas semiestruturadas com os professores e com a equipe gestora e grupo de discussão com alunos do Ensino Médio. À luz da análise sobre as dificuldades de implementação adquiridas deu-se a construção de uma proposta de intervenção que pudesse servir de modelo de ação para a escola avaliada e para as demais escolas que ainda não conseguiram implementar a Lei 10.639/03 ou que a implementam com dificuldade. / The Law No. 10,639/2003, signed by the President Luiz Inácio Lula da Silva, corresponds to the amendment of the Guidelines and Bases of National Education (Law No. 9,394/1996.) and makes it mandatory for Brazilian basic education schools the teaching of Afro-Brazilian and African History and Culture. This study aims at investigate whether fifteen years after being sanctioned the Law 10,639/2003 is still being applied at Brazilian schools and being translated into effective pedagogical practices. The general purpose of this study is to analyze the degree of implementation and rooting of the Law No. 10,639/2003, based on pedagogical practices carried out at a Public and Technical High School in the interior of São Paulo State. This study also intends to identify the main difficulties and challenges faced by the school staff during the period of the law implementation. It is a qualitative research because it seeks to verify the degree of implementation and the rooting of an educational public policy through bibliographical research and case study. The data were collected from the school documents such as the Multiannual Management Plan, Political-Pedagogical Project; Lesson Plans, Class Register Book, and Curriculum for high school students at Paula Souza Center (2012). The data were gathered both from observation and from written and photographic records; from semi-structured interviews with teachers, coordinators and principals and from discussion group with high school students. Taking the implementation difficulties analysis into consideration, an intervention proposal will be suggested to the evaluated school and for other schools that have not yet been able to implement the Law No. 10,639/2003 as well as those which have implemented it with difficulty.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-06-27T19:28:59Z No. of bitstreams: 2 Dissertação - Hilda Maria de Alvarenga - 2015.pdf: 2515491 bytes, checksum: 015166df5c90274da84e3266bcb8c828 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Cláudia Bueno (claudiamoura18@gmail.com) on 2017-07-07T20:31:40Z (GMT) No. of bitstreams: 2 Dissertação - Hilda Maria de Alvarenga - 2015.pdf: 2515491 bytes, checksum: 015166df5c90274da84e3266bcb8c828 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-07-07T20:31:40Z (GMT). No. of bitstreams: 2 Dissertação - Hilda Maria de Alvarenga - 2015.pdf: 2515491 bytes, checksum: 015166df5c90274da84e3266bcb8c828 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-10-21 / This study, enrolled in the search line School Practice and Knowledge Application, had as its central objective: to understand the professionals of teaching representations of early childhood education in relation to the educational process of ethnic and race relations, in a Municipal Center of Goiania. We treat both analyze how to propose growth alternatives in the discussion regarding the effectiveness of teaching practices possibilities involving ethnic-racial relations in kindergarten. This study was based on the following specific objectives: approach the discussions for the education of ethnic-racial relations in early childhood education from the perspective of human rights; understand the fundamentals of education for racial ethnic relations in the context of research; investigate how the elements that constitute the identity of reverberate professionals in their pedagogical practices with respect to education for ethnicracial relations of children in its educational context. This case study has provided us with the all of the elements that constitute the identities of professions as well as possibilities in the perception of the senses and meanings that involve teaching practice from the perspective of the subjects participating in the research. These senses and meanings were linked articulately to the historical and socio-cultural context which they operate. As for the instruments and procedures we use, they document, analyze, and carry out observations, semi-structured interviews and questionnaires to listen to the professionals. Our theoretical perspective for the Education of Racial-Ethnic Relations is based on contributions from Nilma Lino Gomes (2003.2005, 2006b, 2007, 2011), Kabengele Munanga (1999, 2003, 2005, 2006, 2010) and Petronilla Beatriz Gonçalves and Silva (2003a, 2006, 2007, 2008). In the field of human rights contributed studies of authors such as Santos (2009) and Candau (2012). For Early Childhood Education were utilized Gomes's studies (2006a), Cerisara (2004), Kramer (2003), Rosenberg (2012) and Sarmento (2003), which also address the training. In this way the systematization of the results of this work is among of one the purposes we contribute to discussions about the effectiveness of teaching practices based on the thematic approach covering education for ethnic-racial relations in everyday childhood education institution, as it is from a systematic work that ensures they feel actually represented in context and they promise a right to know the cultural elements from every forming hues of Brazilian culture. / O presente trabalho, inscrito na linha de pesquisa Práticas Escolares e Aplicação do Conhecimento, teve como objetivo central: compreender as representações docentes das profissionais da educação infantil no que se refere ao processo educativo das relações étnicoraciais, em um Centro Municipal de Goiânia. Trataremos tanto de analisar como de propor alternativas de crescimento na discussão em relação às possibilidades de efetivação de práticas pedagógicas que envolvem as relações étnico-raciais na Educação Infantil. Este estudo se pautou nos seguintes objetivos específicos: aproximar das discussões para a educação das relações étnico-raciais na educação infantil, na perspectiva dos direitos humanos; compreender os fundamentos da educação para as relações étnico raciais no contexto da pesquisa; investigar de que maneira os elementos que constituem a identidade das profissionais reverberam em suas práticas pedagógicas no que se refere à educação para as relações étnico-raciais das crianças em seu contexto educacional. Esse estudo de caso nos proporcionou a apreensão dos elementos que constituem as identidades das profissionais, bem como nos possibilitou a percepção dos sentidos e significados que envolvem a prática pedagógica a partir da visão dos sujeitos participantes da pesquisa. Esses sentidos e significados foram articulados ao contexto sócio histórico e cultural nos quais se inserem os sujeitos. Quanto aos instrumentos e procedimentos, utilizamos a análise de documentos e realizamos observações, entrevistas semiestruturadas e questionários para ouvir as profissionais. A nossa perspectiva teórica para a Educação das Relações Étnico-Raciais se baseia nas contribuições de Nilma Lino Gomes (2003,2005, 2006b, 2007, 2011), Kabengele Munanga (1999, 2003, 2005, 2006, 2010) e Petronilha Beatriz Gonçalves e Silva (2003a, 2006, 2007, 2008). No campo dos direitos humanos contribuíram os estudos de autores como Santos (2009) e Candau (2012). Para a Educação Infantil foram utilizados os estudos de Gomes (2006a), Cerisara (2004), Kramer (2003), Rosemberg (2012) e Sarmento (2003), que também abordam a formação profissional. Dessa maneira a sistematização dos resultados deste trabalho tem como dentre as finalidades, contribuir com as discussões acerca da efetivação de práticas pedagógicas pautadas na abordagem da temática referente à educação para as relações étnico-raciais no cotidiano da instituição de Educação infantil, pois é a partir de um trabalho sistematizado que assegura que elas se sintam de fato representadas no seu contexto e que usufruam o direito de conhecer os elementos culturais também de toda matiz formadora da cultura brasileira.

Por que os livros de culinária quase nunca retratam a comida afro-brasileira e africana como ela merece ser tratada? Foi a partir de questionamentos como esse, feitos por mulheres negras, que se desenvolveu esta pesquisa. Nela, objetivou-se entender qual o tratamento dado à culinária afro-brasileira em publicações culinárias nacionais que circularam pelo país no século XX. Partiu-se do pressuposto de que a participação afro-brasileira na construção de discursos sobre a cultura brasileira foi negada e embranquecida, e que esse processo também ocorreu nos discursos sobre a culinária brasileira. Formulou-se, assim, a hipótese de que, ao longo do século XX, os livros de receitas editados no Brasil teriam abordado a culinária negra de acordo com o pensamento racial da época. Para averiguar tal hipótese, foram analisadas quatro obras culinárias de grande circulação no período: Cozinheiro nacional, Comer bem: Dona Benta, A cozinha brasileira e O grande livro da cozinha maravilhosa de Ofélia. A partir do entendimento de que esses livros são produtos e produtores das formas de pensar da sociedade brasileira, buscou-se analisar seu contexto de surgimento, seu projeto editorial, seu perfil culinário e a abordagem que foram dadas nessas publicações às preparações afro-brasileiras em receitas, ilustrações e nos demais paratextos. Apresentou-se, ainda, um panorama das teorias e discussões que, em cada momento, balizavam o pensamento social sobre a formação racial brasileira, problematizando qual o impacto destas nas concepções nutricionais e gastronômicas que aludiam à culinária negra. Constatou-se, desse modo, que, dadas as noções raciais vigentes e a relevância atribuída ao registro escrito na formação de um discurso sobre a culinária brasileira, os grupos afro-brasileiros não tiveram participação na formulação dessas publicações culinárias. Logo, a representação de seu universo culinário tornou-se diminuta, enviesada pela lógica racista e circunscrita a uma abordagem intencionalmente regionalizada e folclorizante. Assim, estimular outras abordagens faz-se necessário para conferir a real complexidade desses saberes e sabores. / Why the Brazilian cookbooks have almost never portrayed the Afro-Brazilian and the African food in the way that it deserves to be treated? It was from questions like these made by black women this research was developed. Its aim is to understand what kind of treatment had been given to the afro-Brazilian culinary by the national cookbooks that circulated in the country during the 20th century. Starting from the assumption that the afro-Brazilian contribution in the construction of the Brazilian cultural discourse had been negated, and whitened, and that this same process had occurred to the discourse of the Brazilian culinary as well. Thus the hypothesis is formulated that throughout the 20th century, the cookbooks edited in Brazil had approached black culinary according to the racial thinking of its time. To investigate such a hypothesis, four cookbooks widely circulated at this time were investigated. Cozinheiro nacional, Comer bem: Dona Benta, A cozinha brasileira e O grande livro da cozinha maravilhosa de Ofélia. Starting from the understanding that these books are products and producers of forms of thinking in the Brazilian society, we have analyzed its emerging context, its editorial design, culinary profile and the approaches that these publications were given to the preparations of Afro-Brazilian in recipes, illustrations and other paratexts. The work presents also an overview on the theories and discussions that guided at every moment the social thinking of the Brazilian racial formation, problematizing the impact of such concepts in nutritional and gastronomic cuisine that alluded to the black culinary. It was found given to the prevailing racial notions and importance given to written record in the formation of Brazilian cuisine discourse, that those Afro-Brazilian groups had no involvement in the formulation of these culinary publications. Thus, the representation of their culinary universe became decreased, inclined to a racist logic and circumscribed to an intentionally regionalized and folklorized approach. Thereby stimulate other approaches is necessary to verify the actual complexity of these knowledge and tastes.

Orientador: Ângela Fátima Soligo / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-19T02:31:46Z (GMT). No. of bitstreams: 1 Goncalves_LucianeRibeiroDias_D.pdf: 9304078 bytes, checksum: d1bcf00395c40508ee5af51ebd078ff0 (MD5) Previous issue date: 2011 / Resumo: A legislação educacional, através da Lei 10.639/03 e de outros aparatos, reconhece a necessidade de estruturar a Educação das relações étnico-raciais. Contudo, ainda são poucas e pontuais as experiências no cotidiano escolar que possibilitam a concretização da lei. Assim sendo, essa pesquisa objetiva compreender, sob a perspectiva da Pedagogia Culturalmente Relevante, como a história de vida revela elementos do conceito de si e como este se imbrica na tessitura de experiências profissionais de professore(a)s considerados pela comunidade (acadêmica e militante) como exitosos na implementação da Educação das relações étnico-raciais. A escolha do(a)s professore(a)s colaboradore(a)s foi feita por indicação da comunidade e a coleta de dados a partir da observação de campo, entrevista livre e roda de conversa. Para interpretação, recorri aos dois processos definidos na abordagem processual da Teoria das Representações Sociais: ancoragem e objetivação, que embasaram as inferências. Na ancoragem busquei compreender como são constituídas as redes de significações em torno da Educação étnico-racial, a partir de elementos da identidade pessoal e profissional, que levaram à identificação do conceito de si. Pela objetivação busquei verificar como ocorre a transformação da ideia de educação étnicoracial em esquemas ou imagens concretas. Isso foi possível perceber através das práticas exitosas - abordando a materialização de ações de sucesso sobre essa concepção educativa, tanto nos momentos de observação quanto na roda de conversa. Assim sendo, embora reconhecendo a importância da legislação a respeito das relações raciais, é possível inferir que a materialização da Educação das relações étnico-raciais se viabiliza pelo compromisso do(a) professor(a), mais que pela normatização jurídica. / Abstract: The law recognizes education through the Law 10.639/03 and other devices, the need to structure the education of racial ethnic relations. However, there are very few and specific experiences in school life for implementation of that law. Therefore, based on the perspective of culturally relevant pedagogy, this study aims to understand how the life story reveals elements of the concept of self, and how this concept is embedded in the weaving of professional experiences of teachers / considered by the community (academic and activist) as successful in implementing the Education of Racial Ethnic relations. Methodologically, the research used the choice of / the teachers / employees to / as a nominee of the community, collecting data through field observation, interviews and free conversation wheel. For interpretation, I turned to two processes defined in the procedural approach of the Theory of Social Representations - anchoring and objectification, which have shaped the inferences. Anchoring sought to understand how the networks are made up of meanings around the racial ethnic education, from elements of personal identity by means of approaches to life and their life experiences, career choice and even teacher training. Such cuts have led to the identification of the concept itself. I looked to see how the objectification occurs the transformation of the idea of racial ethnic education schemes or concrete images. It was possible to see through the successful practice - addressing the realization of successful actions on the racial ethnic education, both in moments of observation and conversation on the wheel. I conclude that the concept itself is important to trigger positive positioning in relation to black identity and its process of integration into the world and the dynamics of Brazilian society, which is reflected in teacher performance. Thus, while recognizing the importance of legislation regarding race relations, we can infer that the materialization of Education racial ethnic relations is made possible by the commitment (a) professor (a), rather than by legal norms. / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação