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A presente dissertação é fruto de uma pesquisa que teve por objetivo analisar enunciações de alunos de uma instituição pública de ensino de Estrela-RS sobre a escola e sobre as relações étnico-raciais. As ferramentas teóricas do estudo estão vinculadas às teorizações de Michel Foucault e seus comentadores, como Alfredo Veiga-Neto, Júlia Varela, Dagmar Meyer e Mozart Linhares da Silva. A parte empírica da investigação foi desenvolvida com alunos do 8o ano de uma escola municipal de Estrela/RS, cidade marcada pelos processos de colonização alemã. Para produzir o material de pesquisa foram utilizadas técnicas de inspiração etnográfica, como: escrita em um diário de campo, entrevistas com alunos, observações de aulas e de outros espaços da escola, aplicação de questionários e a realização de atividades pedagógicas na referida turma de alunos. A estratégia analítica utilizada para examinar esse material orientou-se pela análise do discurso na perspectiva foucaultiana. A análise mostrou que, em relação à escola, os alunos a consideram importante para o seu futuro, principalmente no que diz respeito à inserção no mercado de trabalho e possibilidade de prosseguirem os estudos. Além disso, evidenciou-se que os estudantes,ao narrarem o que seria um “bom” ou um “mau” aluno, estão capturados pelas marcas da escola moderna, pois realizam tal diferenciação utilizando critérios como comportamento e cumprimento das tarefas escolares. Em relação às questões étnico-raciais, foi identificado que os alunos percebem tensões na cidade e não se reconhecem como negros, preferindo denominar-se como “morenos”. Segundo suas enunciações, negros são apenas os haitianos que habitam o município a partir de 2012, em função do tom “mais escuro” de sua pele. Os alunos, contudo, não percebem tensionamentos étnico-raciais na escola e afirmam que não há racismo no ambiente escolar, embora eles próprios evitem denominar-se negros. / The present dissertation is the result of a research that had as main aim to analyze the students' enunciations of a public institution of education of Estrela-RS on the school and on ethnic-racial relations. The theoretical tools of the study are linked to the theories of Michel Foucault and his commentators, such as Alfredo Veiga-Neto, Júlia Varela, Dagmar Meyer and Mozart Linhares da Silva. The empirical part of the research was developed with students from the 8th grade of a municipal school of Estrela-RS, a city marked by the processes of German colonization. In order to produce the research material, techniques of ethnographic inspiration, such as writing in a field diary, interviews with students, observations of classes and other spaces of the school, application of questionnaires and the accomplishment of pedagogical activities in the referred class of students, were used. The analytical strategy used to examine this material was guided by discourse analysis in the Foucaultian perspective. The analysis showed that the students consider the school as being important for their future, especially with regard to the insertion in the labor market and the possibility of continuing the studies. In addition, it was evidenced that students, when narrating what would be a "good" or "bad" student, are captured by the marks of the modern school, because they make such differentiation using criteria such as behavior and fulfillment of school tasks. Regarding ethnic-racial issues, it was identified that students perceive tensions in the city and do not recognize themselves as blacks, preferring to be called "morenos" (brown). According to their enunciations, blacks are only the Haitians who have inhabited the city since 2012, due to the "darker" tone of their skin. Students, however, do not perceive ethnic-racial tensions at school and claim that there is no racism in the school environment, even though they themselves avoid being called black.

Skin-tone based social stratification has been characterized as an enduring part of the U.S. racial landscape (Hunter, 2002). Despite the plethora of research that examines the racial disparities in education (e.g., Reardon & Portilla, 2015), and an emerging literature finding that lighter skin-tones are associated with higher educational attainment among adults (Hunter, 2002) few studies have examined whether similar processes emerge during early childhood. Thus, grounded in Garcia Coll and colleagues’ (1996) integrative model, we tested whether skin-tone predicted children’s academic achievement, and whether these relations were modified by children’s ethnic-racial identification (i.e., positive ethnic-racial attitudes and centrality). Consistent with expectations, darker skin-tones were associated with lower math scores. Positive attitudes did not significantly moderate the relation between skin-tone and academic achievement. However, contrary to our hypothesis, high levels of ethnic racial centrality strengthened the association between skin-tone and academic achievement. Conclusions: These findings contribute to the literature by providing evidence for the early development of within race skin-tone based disparities in academic achievement and underscoring the need for further exploration of ethnic racial identification as protective or risk factors in the positive development of minority children.

A presente dissertação é fruto de uma pesquisa que teve por objetivo analisar enunciações de alunos de uma instituição pública de ensino de Estrela-RS sobre a escola e sobre as relações étnico-raciais. As ferramentas teóricas do estudo estão vinculadas às teorizações de Michel Foucault e seus comentadores, como Alfredo Veiga-Neto, Júlia Varela, Dagmar Meyer e Mozart Linhares da Silva. A parte empírica da investigação foi desenvolvida com alunos do 8o ano de uma escola municipal de Estrela/RS, cidade marcada pelos processos de colonização alemã. Para produzir o material de pesquisa foram utilizadas técnicas de inspiração etnográfica, como: escrita em um diário de campo, entrevistas com alunos, observações de aulas e de outros espaços da escola, aplicação de questionários e a realização de atividades pedagógicas na referida turma de alunos. A estratégia analítica utilizada para examinar esse material orientou-se pela análise do discurso na perspectiva foucaultiana. A análise mostrou que, em relação à escola, os alunos a consideram importante para o seu futuro, principalmente no que diz respeito à inserção no mercado de trabalho e possibilidade de prosseguirem os estudos. Além disso, evidenciou-se que os estudantes,ao narrarem o que seria um “bom” ou um “mau” aluno, estão capturados pelas marcas da escola moderna, pois realizam tal diferenciação utilizando critérios como comportamento e cumprimento das tarefas escolares. Em relação às questões étnico-raciais, foi identificado que os alunos percebem tensões na cidade e não se reconhecem como negros, preferindo denominar-se como “morenos”. Segundo suas enunciações, negros são apenas os haitianos que habitam o município a partir de 2012, em função do tom “mais escuro” de sua pele. Os alunos, contudo, não percebem tensionamentos étnico-raciais na escola e afirmam que não há racismo no ambiente escolar, embora eles próprios evitem denominar-se negros. / The present dissertation is the result of a research that had as main aim to analyze the students' enunciations of a public institution of education of Estrela-RS on the school and on ethnic-racial relations. The theoretical tools of the study are linked to the theories of Michel Foucault and his commentators, such as Alfredo Veiga-Neto, Júlia Varela, Dagmar Meyer and Mozart Linhares da Silva. The empirical part of the research was developed with students from the 8th grade of a municipal school of Estrela-RS, a city marked by the processes of German colonization. In order to produce the research material, techniques of ethnographic inspiration, such as writing in a field diary, interviews with students, observations of classes and other spaces of the school, application of questionnaires and the accomplishment of pedagogical activities in the referred class of students, were used. The analytical strategy used to examine this material was guided by discourse analysis in the Foucaultian perspective. The analysis showed that the students consider the school as being important for their future, especially with regard to the insertion in the labor market and the possibility of continuing the studies. In addition, it was evidenced that students, when narrating what would be a "good" or "bad" student, are captured by the marks of the modern school, because they make such differentiation using criteria such as behavior and fulfillment of school tasks. Regarding ethnic-racial issues, it was identified that students perceive tensions in the city and do not recognize themselves as blacks, preferring to be called "morenos" (brown). According to their enunciations, blacks are only the Haitians who have inhabited the city since 2012, due to the "darker" tone of their skin. Students, however, do not perceive ethnic-racial tensions at school and claim that there is no racism in the school environment, even though they themselves avoid being called black.

A presente dissertação é fruto de uma pesquisa que teve por objetivo analisar enunciações de alunos de uma instituição pública de ensino de Estrela-RS sobre a escola e sobre as relações étnico-raciais. As ferramentas teóricas do estudo estão vinculadas às teorizações de Michel Foucault e seus comentadores, como Alfredo Veiga-Neto, Júlia Varela, Dagmar Meyer e Mozart Linhares da Silva. A parte empírica da investigação foi desenvolvida com alunos do 8o ano de uma escola municipal de Estrela/RS, cidade marcada pelos processos de colonização alemã. Para produzir o material de pesquisa foram utilizadas técnicas de inspiração etnográfica, como: escrita em um diário de campo, entrevistas com alunos, observações de aulas e de outros espaços da escola, aplicação de questionários e a realização de atividades pedagógicas na referida turma de alunos. A estratégia analítica utilizada para examinar esse material orientou-se pela análise do discurso na perspectiva foucaultiana. A análise mostrou que, em relação à escola, os alunos a consideram importante para o seu futuro, principalmente no que diz respeito à inserção no mercado de trabalho e possibilidade de prosseguirem os estudos. Além disso, evidenciou-se que os estudantes,ao narrarem o que seria um “bom” ou um “mau” aluno, estão capturados pelas marcas da escola moderna, pois realizam tal diferenciação utilizando critérios como comportamento e cumprimento das tarefas escolares. Em relação às questões étnico-raciais, foi identificado que os alunos percebem tensões na cidade e não se reconhecem como negros, preferindo denominar-se como “morenos”. Segundo suas enunciações, negros são apenas os haitianos que habitam o município a partir de 2012, em função do tom “mais escuro” de sua pele. Os alunos, contudo, não percebem tensionamentos étnico-raciais na escola e afirmam que não há racismo no ambiente escolar, embora eles próprios evitem denominar-se negros. / The present dissertation is the result of a research that had as main aim to analyze the students' enunciations of a public institution of education of Estrela-RS on the school and on ethnic-racial relations. The theoretical tools of the study are linked to the theories of Michel Foucault and his commentators, such as Alfredo Veiga-Neto, Júlia Varela, Dagmar Meyer and Mozart Linhares da Silva. The empirical part of the research was developed with students from the 8th grade of a municipal school of Estrela-RS, a city marked by the processes of German colonization. In order to produce the research material, techniques of ethnographic inspiration, such as writing in a field diary, interviews with students, observations of classes and other spaces of the school, application of questionnaires and the accomplishment of pedagogical activities in the referred class of students, were used. The analytical strategy used to examine this material was guided by discourse analysis in the Foucaultian perspective. The analysis showed that the students consider the school as being important for their future, especially with regard to the insertion in the labor market and the possibility of continuing the studies. In addition, it was evidenced that students, when narrating what would be a "good" or "bad" student, are captured by the marks of the modern school, because they make such differentiation using criteria such as behavior and fulfillment of school tasks. Regarding ethnic-racial issues, it was identified that students perceive tensions in the city and do not recognize themselves as blacks, preferring to be called "morenos" (brown). According to their enunciations, blacks are only the Haitians who have inhabited the city since 2012, due to the "darker" tone of their skin. Students, however, do not perceive ethnic-racial tensions at school and claim that there is no racism in the school environment, even though they themselves avoid being called black.

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abstract: The overarching goal of this dissertation was to contribute to the field’s understanding of young children’s development of ethnic-racial identification. In particular, Study 1 presented the adaptation of three measures that are developmentally appropriate for assessing young children’s ethnic-racial attitudes, ethnic-racial centrality, and ethnic-racial knowledge, and tested the psychometric properties of each measure. Findings from Study 1 provided limited initial support for the construct validity and reliability of the measures; importantly, there were many differences in the descriptives and measurement properties based on the language in which children completed the measures. In addition to measurement of ethnic-racial identification, Study 2 used the measures developed in Study 1 and tested whether Mexican-origin mothers’ adaptive cultural characteristics (i.e., ERI affirmation, ethnic-racial centrality, and involvement in Mexican culture) when children were 3 years of age predicted greater cultural socialization efforts with children at 4 years of age and, in turn, children’s ethnic-racial identification (i.e., children’s ethnic-racial attitudes, ethnic-racial centrality, ethnic-racial knowledge, and identification as Mexican) at 5 years of age. Furthermore, children’s characteristics (i.e., gender and skin tone) were tested as moderators of these processes. Findings supported expected processes from mothers’ adaptive cultural characteristics to children’s ethnic-racial identification via mothers’ cultural socialization across boys and girls, however, relations varied by children’s skin tone. Findings highlight the important role of children’s individual characteristics in cultural socialization and young children’s developing ethnic-racial identification over time. Overall, given the paucity of studies that have examined ethnic-racial identification among young children, the results from Study 1 and Study 2 have the potential to stimulate growth of knowledge in this area. / Dissertation/Thesis / Doctoral Dissertation Family and Human Development 2016

Using a transactional framework, this study explored social relationships in the classroom as mediators of the association between ethnic-racial identity and academic outcomes. Participants were 101 5th graders of diverse backgrounds who completed computer-based questionnaires about their friendships, ethnic-racial identity, and academic engagement. Teachers reported on closeness and conflict in the student-teacher relationship. Relationships in the expected direction were evident between the public regard and centrality dimensions of ethnic-racial identity and social relationships as well as with academic outcomes. Further, path analyses revealed that the relationship between the public regard and cognitive engagement was mediated by student-teacher closeness. Gender differences were evident for pathways to grades; such that for boys’ public regard was indirectly related to their language arts grades through cognitive engagement. The current study highlighted the varied effects of ethnic-racial identity and classroom relationships’ on academic outcomes particularly for boys.

Trata-se de uma pesquisa exploratória de cunho quantitativo e tem o objetivo de caracterizar a atuação das(os) profissionais de psicologia no tema de relações étnico-raciais no Brasil. Os dados foram coletados por meio de um WebSurvey e participam, como respondentes, psicólogas/os dos Estados brasileiros do Amazonas, da Bahia e de São Paulo. O formato da pesquisa tem o intuito de fazer um estudo comparativo de atuações nos três Estados, sob um recorte multicêntrico. Buscou-se compreender as associações entre os dados do processo formativo e ocupacionais das/os profissionais. Sobre a formação, por exemplo, houve a investigação sobre o nível de titulação, o perfil da Instituição de Ensino onde tiveram a formação e o interesse no tema das relações étnico-raciais. Sobre os dados ocupacionais, fezse alusão ao tempo, ao número e as áreas de atuação, ao perfil do serviço psicológico, as populações étnico-raciais e socioeconômicas atendidas, as percepções de situações de racismo no cotidiano de trabalho e as intervenções técnicas elaboradas no tema das relações étnicoraciais, dentre outro itens. Tais dados foram processados no software SPSS (Statistical Package for the Social Sciences), versão 20. Também sob o viés quantitativo, são analisadas as crenças das/os respondentes sobre \"atuação e identidade do psicólogo/a\" e sobre \"humano e as categorias étnico-raciais populares no Brasil\" (a saber, Pessoas Orientais, Pessoas Negras, Pessoas Indígenas e Pessoas Brancas). As crenças foram investigadas segundo o método de Evocações Livres e realizada a Analise Lexical de conteúdo, com auxílio do software IRAMUTEQ (Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires), versão 0.7. Nos resultados, o perfil das(os) profissionais são apresentados com a Estatística Descritiva e com a testagem de 12 hipóteses. A partir dos achados concluise com cinco (05) principais argumentos. O primeiro, é que há disparidades formativas e ocupacionais entre profissionais brancas(os) e negras(os). O segundo, é que há também disparidades étnico-raciais no atendimento das populações. O terceiro, acerca da influência política e filosófica cristão-católica na atuação das(os) profissionais de psicologia. Influência cristão-católica também notada no perfil do racismo brasileiro, que também pode ser identificado nas crenças das(os) participantes sobre as categorias étnico-raciais. O quarto diz respeito à prevalência do uso isolado do recurso da habilidade pessoal das(os) profissionais no, que é a Escuta Atenta e Sensível para o tema, alheio a outras ações, técnicas e procedimentos específicos para o tema das relações étnico-raciais. O quinto e o último argumento versa sobre a influência dos históricos institucionais dos respectivos Conselhos Regionais de Psicologia na difusão do tema das relações étnico-raciais, cada estado pesquisado, o que é observada pelas proporções das(os) profissionais quem pautam o tema no seu ambiente de trabalho / It is an exploratory research of quantitative nature and aims to characterize the performance of psychology professionals in the subject of ethnic-racial relations in Brazil. The data were collected through a WebSurvey and as respondents, psychologists from the Brazilian states of Amazonas, Bahia and São Paulo. The format of the research is intended to make a comparative study of performances in the three states, under a multicentric cut. It was sought to understand the associations between the data of the training process and occupational of the professionals. About training, for example, there was research on the level of qualification, the profile of the Institution of Education where they had the training and the interest in the subject of ethnic-racial relations. Regarding the occupational data, the time, the number and the areas of action were mentioned, the profile of the psychological service, the ethnic-racial and socioeconomic populations served, the perceptions of situations of racism in daily work and the technical interventions elaborated on the subject of ethnic-racial relations, among other items. These data were also processed in SPSS (Statistical Package for the Social Sciences) software, version 20. Also under the quantitative bias, the respondents\' beliefs about the \"performance and identity of the psychologist\" and about \"human and categories ethnicracial groups in Brazil \"(namely, Eastern Persons, Black People, Indigenous Peoples and White People). The beliefs were investigated according to the Free Evocations method and carried out the Lexical Analysis of content, using the software IRAMUTEQ (Interface for Multidimensional Analyzes of Textes et de Questionnaires), version 0.7. In the results, the profile of the professionals is presented with Descriptive Statistics and with the testing of 12 hypotheses. rom the findings we conclude with five (05) main arguments. The first is that there are training and occupational disparities between white and black professionals. The second is that there are also ethnic-racial disparities in serving the populations. The third, about the political-philosophical and Christian-Catholic influence in the performance of psychology professionals. Christian-Catholic influence also noted in the Brazilian racism profile, which can also be identified in the participants\' beliefs about ethnic-racial categories. The fourth concerns the prevalence of isolated use of the personal skill of the professionals in the Attentive and Sensitive Listen to the theme, unrelated to other actions, techniques and procedures specific to the theme of ethnic-racial relations. The fifth and final argument concerns the influence of the institutional histories of the respective Regional Councils of Psychology in the diffusion of the subject of ethnic-racial relations, each state being researched, which is observed by the proportions of the professionals who guide the theme in their workplace

Thesis advisor: Janet E. Helms / African American parents engage in ethnic-racial socialization practices, which may foster their youths’ racial identity and critical consciousness development, each of which may decrease youths’ race-related stress. The few studies that have examined the relationships between African American youths’ perceived parental ethnic-racial socialization practices and their racial identity or critical consciousness have used inconsistent conceptualizations of racial identity. No studies have compared the effectiveness of different kinds of perceived parental socialization practices on critical consciousness development, nor has previous research demonstrated that critical consciousness is related to reduced stress. In the present study, the perceived parental strategies of Cultural Socialization and Preparation for Bias were investigated to determine how they were related to racial identity and critical consciousness development. Also, effects of racial identity and critical consciousness on racial stress were studied. African American youths, ages 18-24 years (N=139), completed a demographic questionnaire, perceived ethnic-racial socialization measures, a racial identity measure, critical consciousness measures and a measure of race-related stress. Multivariate multiple regression analyses revealed that parental Cultural Socialization was related to lower levels of Preencounter (conformity), Post-Encounter (confusion), and higher levels of Internalization (self-actualizing) racial identity statuses, and to critical consciousness dimensions of Critical Reflection and Political Efficacy, but lower levels of Critical Action. Parental Preparation for Bias only predicted Preencounter. Critical Reflection was related to high levels of Cultural Race-Related Stress, was negatively related to Institutional Race-Related Stress, and was not related to Individual Race-Related Stress. Each of the other critical consciousness dimensions was related to higher levels of at least one type of race-related stress, rather than lower levels. Immersion/Emersion was related to high levels of all three types of race-related stress. Implications of the findings are that (a) parental Cultural Socialization strategies may be most useful for promoting racial identity and critical consciousness, (b) parental strategies may encourage all aspects of critical consciousness except political action, and (c) with only a couple of exceptions, racial identity and critical consciousness were related to higher stress. / Thesis (PhD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.