Este trabalho tem por objetivo compreender as relações entre as crianças e o que desenham no que se refere a questões étnico-raciais, tomando estas como ponto de partida para observar de que maneira o racismo pode ser construído e constituído desde a infância; O trabalho de campo, realizado em uma Escola Municipal de Educação Infantil (EMEI) na periferia da cidade de São Paulo, infere que elementos culturais presentes nos desenhos de meninas e meninos (tais como os traçados dos cabelos prioritariamente lisos e a ausência das representações das cores das peles nos desenhos), bem como questões abordadas sobre como é ter cabelo crespo e pele escura, podem significar uma condição não tão desejada, sobretudo para as meninas de 4 e 5 anos; Ainda que a professora da turma pesquisada seja negra e esteja comprometida com o debate étnico-racial, oferecendo diversas referências sobre personagens e personalidades negras, as vivências positivas referentes as questões da negritude são raras na realidade dos alunos, o que faz com que racismo institucional presente na escola apareça como pano de fundo e reforce o sentimento de muitas meninas desejarem ardentemente uma estética branca e etnicamente distinta das suas características naturais: serem loiras e terem cabelo liso / This research aims to understand the relationship between children and the drawings they make concerning to ethnic and racial issues, taking these as a starting point to observe how racism can be built and made up since childhood; The field work, performed in a Citys Kindergarten School (EMEI) on the suburb of São Paulo, infers that cultural elements present in the drawings of girls and boys (such as traces of primarily straight hair and the absence of representations for colors of the skins in the drawings), and addressed questions on how to have curly hair and dark skin, might make reference to an undesired condition, especially for girls of 4 and 5 years-old. Although the teacher of the researched class is African American and is committed to the ethnic-racial debate, offering many references to Black characters and personalities, positive experiences regarding those issues are rare in the reality of these students, which incurs in institutional racism at this school appears as a backdrop and reinforcement for the feeling that many girls already have: they wish ardently a white aesthetics to be ethnically distinct from what is their natural characteristics: they want to be blond and have straight light hair

O objeto de estudo desta dissertação é a análise da experiência de introdução de oficinas de Cultura Brasileira em escola municipal da capital paulista, cujo projeto pedagógico tem características diferenciadas. Esboçando as linhas mestras do projeto da escola em que ocorre a experiência, ao descrever e problematizar o trabalho desenvolvido nessas oficinas, notadamente, as de Capoeira e de Música que tratam da temática afro-brasileira, buscou-se analisar as tensões existentes entre o conhecimento oficial veiculado na escola e os saberes tradicionais produzidos no universo das culturas populares. Foram realizadas entrevistas com membros da comunidade escolar diretora, professoras, oficineiras, membros do Conselho Pedagógico, bem como alunos e familiares, com o intuito de reconstruir as origens das atividades em torno da cultura brasileira na escola, e de verificar os desdobramentos da abordagem que valoriza as contribuições da cultura afro-brasileira. O objetivo foi o de analisar em que medida há integração entre os conhecimentos sistemáticos e as oficinas culturais; se as professoras da escola demonstram aceitar e reconhecem a proposta de trabalho em torno da cultura afro-brasileira como componente do conteúdo curricular e, ainda, se perceberam mudanças na forma como os estudantes elaboram suas convicções sobre a presença e a contribuição dos afro-descendentes em nossa cultura. Da parte das crianças quis-se identificar como elas captam e reelaboram as informações advindas das oficinas que têm como temática a cultura afro-brasileira e se, de alguma maneira, alunos afrodescendentes aceitam melhor a presença das culturas negras na composição de suas identidades. Do lado das crianças brancas desejou-se observar se a abordagem incitada nessas oficinas produziu mudanças relativas à ampliação de seus repertórios culturais originais. Em relação aos familiares, tentou-se captar como eles aceitam a proposta que a escola oferece, de trabalho com a diversidade cultural. Para tanto, utilizamos o referencial teórico oferecido pela teoria crítica do currículo, com base em autores como Apple, Giroux, McLaren, Sacristán, bem como algumas contribuições de Canclini, para compreender melhor a inserção das culturas tradicionais no contexto do capitalismo global. / The subject of this thesis is to analyze the experience of introduction of workshops about Brazilian Culture at a municipal school at São Paulos capital which pedagogical project has distinct characteristics. Sketching the main lines of the project at the school where the experience occurs describing and problematizing the work developed in these workshops, specially, the one of Capoeira and Music workshop which works about an afro-brazilian thematic. The thesis looks for to analyze the tensions existents between the official knowledge transmitted in school and the traditional one made on the popular culture universe. There were made interviews with members of the scholar community principal, teachers, workshoppers, members of the Pedagogical Council as well as students and relatives with the objective to rebuild the beginnings of the activities related to brazilian culture at school and to check the unfold of the approach that values the contributions of afro-brazilian culture. The objective was analyzing in what measure occurs the integration between the systematic knowledge and cultural workshops; if teachers at school demonstrate accepting and recognizing the work proposal with afro-brazilian culture as a component at curriculum contents and, more, if they have noticed changes on the way that the students organize their convictions about the presence and the contribution of afro-descendants in our culture. On children part it was intended to identify how they catch and reorganize information came upon workshops which have as thematic afro-brazilian culture and if, in any way, afro-descendants students accept much better the presence of black-cultures building their identities. On white-children part it was wanted to observe if the approach employed at these workshops has produced changes relating to the amplification on their original cultural repertory. Relating to the family, it was tried to captivate how they accept the proposal offered by the school: working with cultural diversity. Therefore, we have used theoretical reference offered by the curriculum critical theory, based on authors like Apple, Giroux, McLaren, Sacristán, as well as some contributions from Canclini to comprehend better the introduction of traditional cultures at the global capitalism context.

Esta dissertação analisa o trato com as questões étnico-raciais na Educação Física na Rede Municipal de Ensino de Porto Alegre. Através de um questionário inicial com os professores de Educação Física da rede e de um estudo de caso etnográfico, a pesquisa procura identificar as possibilidades e os limites para o desenvolvimento do trabalho com as questões étnico-raciais na Educação Física da RME de Porto Alegre. A pesquisa teve como objetivos identificar e compreender como os professores de Educação Física das escolas municipais de Porto Alegre abordam as questões étnico-raciais em suas aulas e quais dispositivos político-pedagógicos municipais, estaduais e federais interferem nessa abordagem. Primeiramente, apresenta um panorama do trato com as questões étnico-raciais na Educação Física da rede, traçando um perfil dos professores e sua familiaridade com o assunto. Em seguida, no estudo de caso etnográfico, descreve a prática de um professor que usa os valores civilizatórios afro-brasileiros como metodologia de trabalho pedagógico como uma possibilidade de trabalho com as questões étnico-raciais. / This study analyzes how Porto Alegre municipal schools deal with ethnic/ racial issues in physical education. Through an initial questionnaire answered by the physical education teachers of the municipal schools and an ethnographic case study, the study seeks to identify the possibilities and limits to tackle ethnic and racial issues in physical education in the Porto Alegre municipal schools. The research aimed at identifying and understanding how physical education teachers of the schools in Porto Alegre address the ethnic and racial issues in their classes and what municipal, state and/or federal political-pedagogical devices interfere with their work. First it presents an overview of approaches to ethnic/racial issues in physical education classes in Porto Alegre municipal schools by establishing a profile of the teachers and their familiarity with the subject. Then the ethnographic case study describes the practice of a teacher who uses a teaching methodology based on African Brazilian civilizing values as an opportunity to work with ethnic/racial issues.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-06-07T13:31:31Z No. of bitstreams: 1 2015 - Samanta Samira Nogueira Rodrigues.pdf: 1503792 bytes, checksum: df94af22a94c541a4db727dc3abf04ab (MD5) / Made available in DSpace on 2017-06-07T13:31:31Z (GMT). No. of bitstreams: 1 2015 - Samanta Samira Nogueira Rodrigues.pdf: 1503792 bytes, checksum: df94af22a94c541a4db727dc3abf04ab (MD5) Previous issue date: 2015-03-30 / We were told that Princess Elizabeth didn?t think that was right black people being slaves and decided to end slavery in Brazil. After almost one hundred twenty-seven years the abolition of the slave system, studies show the educational field as one of the (re) producing inequality by ethnic and racial origin that are perpetuated until today. The existence of research that denounce and question this scenario, as well as changes in relation to it is a space that has gradually been expanding in the country. This demand for changes to combat racism and silences about it added to the struggles of Black movement towards an education based on ethnic-racial relations triggered the legal obligation of content insertion on the "History of Africa and Africans, the struggle of blacks in Brazil, the Brazilian black culture and the black person in the formation of the national society "throughout the school curriculum. This measure aims to rescue the "contribution of black people in the social, economic and political". In order to contribute to discussions on that topic in education, our work has as object the book of the Portuguese language course for the ninth year of elementary school entitled Singular & Plural: reading, production and language studies, understanding that the book teaching is considered a tool to support the work of the teacher and are widely adopted in schools. Our goal was to analyze the possible contributions of Singular and Plural to overcome racism in schools, through the insertion of ethnic-racial theme. Therefore we seek as points to three specific goals include dialogue that highlight what is legally proclaimed on education for ethnic-racial relations; relate the official speeches with the texts present in the textbook selected for research; and collect the representations from English-speaking teachers of the school of the Municipal Nova Igua?u, locus of research. The outlook of the book as a tool to "disclosure and production of knowledge" regarding the "ethnic-racial pluralism," this objective in its opinion that regulated the legal obligation of guided education in ethnic-racial relations showed us the decoupling of grammar teaching and production of texts, some disbelief in students by an extensive sequence of "they can not, are positioned, have a way to get ..." and the book as a teaching resource allows dialogues to be made and expanded. Teachers showed also that the book of consolidating the changes made in LDBEN is not used in the research school. Part of a school among the many realities in Brazil, the perceptions of the teachers showed that the princess did not abolish: the association animalizes black people for "play" when they call what happens "in football stadium", as well its naturalization. No euphemisms? When you call the monkeys. That in the end, as proclaims the book in some of his writings, "we are all equal." We are? Despite the disparity between proclaimed and real, because the potential of the book was not used, there is helping teachers to the elementary school students reflect on these questions / Nos foi contado que a Princesa Isabel n?o achou certo os negros serem escravos e resolveu acabar com a escravid?o no Brasil. Passados quase cento e vinte e sete anos da aboli??o do sistema escravocrata, pesquisas apontam o campo educacional como um dos (re)produtores das desigualdades pelo pertencimento ?tnico-racial que se perpetuam at? a atualidade. A exist?ncia de pesquisas que denunciam e questionam esse cen?rio, bem como as mudan?as em rela??o a ele ? um espa?o que vem, aos poucos, se ampliando no Pa?s. Essa demanda por mudan?as que combatam o racismo e os sil?ncios sobre ele, somadas ?s lutas do Movimento Negro em prol de uma educa??o pautada nas rela??es ?tnico-raciais, desencadeou a obrigatoriedade legal da inser??o de conte?dos sobre a ?Hist?ria da ?frica e dos Africanos, a luta dos negros no Brasil, a cultura negra brasileira e o negro na forma??o da sociedade nacional? em todo o curr?culo escolar. O objetivo de tal medida ? resgatar a ?contribui??o do povo negro nas ?reas social, econ?mica e pol?tica?. A fim de contribuir para os debates sobre a referida tem?tica na educa??o, nosso trabalho tem como objeto o livro da disciplina L?ngua Portuguesa destinado ao nono ano do Ensino Fundamental intitulado Singular & Plural: leitura, produ??o e estudos de linguagem, por entender que o livro did?tico ? considerado um instrumento de apoio ao trabalho do professor e s?o largamente adotados nas escolas. Nosso objetivo foi analisar as poss?veis contribui??es do Singular e Plural para a supera??o do racismo nas escolas, atrav?s da inser??o da tem?tica ?tnico-racial. Para tanto buscamos como pontos para di?logo tr?s objetivos espec?ficos que incluem destacar o que ? legalmente proclamado sobre a educa??o para as rela??es ?tnico-raciais; relacionar os discursos oficiais com os textos presentes no livro did?tico selecionado para a pesquisa; e recolher as representa??es dos professores de l?ngua portuguesa da escola da Rede Municipal de Nova Igua?u, l?cus da pesquisa. As perspectivas acerca do livro como instrumento para ?a divulga??o e produ??o de conhecimentos? referentes ? ?pluralidade ?tnico-racial?, objetivo presente no Parecer que regulamentou a obrigatoriedade legal da educa??o pautada nas rela??es ?tnico-raciais revelaram-nos a dissocia??o entre ensino gramatical e produ??o de textos, alguma descren?a nos alunos por uma extensa sequ?ncia de ?eles n?o conseguem, se posicionam, t?m um caminho para chegar...? e que o livro enquanto recurso did?tico possibilita que di?logos sejam feitos e ampliados. Os professores evidenciaram, ainda, que a parte livro que consolida as altera??es feitas na LDBEN n?o ? utilizada na escola pesquisada. Parte de uma dentre as tantas realidades escolares no Brasil, as percep??es das professoras evidenciaram o que a princesa n?o aboliu: a associa??o que animaliza as pessoas negras por ?brincadeiras? quando se chamam daquilo que acontece ?em est?dio de futebol?, bem como sua naturaliza??o. Sem eufemismos? Quando se chamam de macacos. Que no final das contas, como proclama o livro em alguns de seus textos, ?somos todos iguais?. Somos? Apesar da disparidade entre proclamado e real, pois o potencial do livro n?o foi utilizado, h? professores contribuindo para que os alunos do Ensino Fundamental reflitam sobre essas interroga??es

O objeto de estudo desta dissertação é a análise da experiência de introdução de oficinas de Cultura Brasileira em escola municipal da capital paulista, cujo projeto pedagógico tem características diferenciadas. Esboçando as linhas mestras do projeto da escola em que ocorre a experiência, ao descrever e problematizar o trabalho desenvolvido nessas oficinas, notadamente, as de Capoeira e de Música que tratam da temática afro-brasileira, buscou-se analisar as tensões existentes entre o conhecimento oficial veiculado na escola e os saberes tradicionais produzidos no universo das culturas populares. Foram realizadas entrevistas com membros da comunidade escolar diretora, professoras, oficineiras, membros do Conselho Pedagógico, bem como alunos e familiares, com o intuito de reconstruir as origens das atividades em torno da cultura brasileira na escola, e de verificar os desdobramentos da abordagem que valoriza as contribuições da cultura afro-brasileira. O objetivo foi o de analisar em que medida há integração entre os conhecimentos sistemáticos e as oficinas culturais; se as professoras da escola demonstram aceitar e reconhecem a proposta de trabalho em torno da cultura afro-brasileira como componente do conteúdo curricular e, ainda, se perceberam mudanças na forma como os estudantes elaboram suas convicções sobre a presença e a contribuição dos afro-descendentes em nossa cultura. Da parte das crianças quis-se identificar como elas captam e reelaboram as informações advindas das oficinas que têm como temática a cultura afro-brasileira e se, de alguma maneira, alunos afrodescendentes aceitam melhor a presença das culturas negras na composição de suas identidades. Do lado das crianças brancas desejou-se observar se a abordagem incitada nessas oficinas produziu mudanças relativas à ampliação de seus repertórios culturais originais. Em relação aos familiares, tentou-se captar como eles aceitam a proposta que a escola oferece, de trabalho com a diversidade cultural. Para tanto, utilizamos o referencial teórico oferecido pela teoria crítica do currículo, com base em autores como Apple, Giroux, McLaren, Sacristán, bem como algumas contribuições de Canclini, para compreender melhor a inserção das culturas tradicionais no contexto do capitalismo global. / The subject of this thesis is to analyze the experience of introduction of workshops about Brazilian Culture at a municipal school at São Paulos capital which pedagogical project has distinct characteristics. Sketching the main lines of the project at the school where the experience occurs describing and problematizing the work developed in these workshops, specially, the one of Capoeira and Music workshop which works about an afro-brazilian thematic. The thesis looks for to analyze the tensions existents between the official knowledge transmitted in school and the traditional one made on the popular culture universe. There were made interviews with members of the scholar community principal, teachers, workshoppers, members of the Pedagogical Council as well as students and relatives with the objective to rebuild the beginnings of the activities related to brazilian culture at school and to check the unfold of the approach that values the contributions of afro-brazilian culture. The objective was analyzing in what measure occurs the integration between the systematic knowledge and cultural workshops; if teachers at school demonstrate accepting and recognizing the work proposal with afro-brazilian culture as a component at curriculum contents and, more, if they have noticed changes on the way that the students organize their convictions about the presence and the contribution of afro-descendants in our culture. On children part it was intended to identify how they catch and reorganize information came upon workshops which have as thematic afro-brazilian culture and if, in any way, afro-descendants students accept much better the presence of black-cultures building their identities. On white-children part it was wanted to observe if the approach employed at these workshops has produced changes relating to the amplification on their original cultural repertory. Relating to the family, it was tried to captivate how they accept the proposal offered by the school: working with cultural diversity. Therefore, we have used theoretical reference offered by the curriculum critical theory, based on authors like Apple, Giroux, McLaren, Sacristán, as well as some contributions from Canclini to comprehend better the introduction of traditional cultures at the global capitalism context.

abstract: Neighborhoods are important aspects of the adolescent and family ecology. Cultural developmental perspectives posit that neighborhood environments contain both promoting and inhibiting characteristics for ethnic-racial minoritized populations (García Coll et al., 1996). Historically, neighborhood researchers have approached Latino neighborhoods from a deficit perspective. Thus, there is limited research about how Latino neighborhoods support Latino youth development and family processes. In my dissertation, I examine both the promoting and inhibiting aspects of Latino identified neighborhoods for adolescent development. In study 1, I prospectively examined a model in which Mexican-origin parents’ perceptions of social and cultural resources in neighborhoods may support parents to engage in higher levels of cultural socialization and, in turn, promote adolescents’ ethnic-racial identity (ERI). Findings suggest neighborhood social and cultural cohesion in late childhood promoted middle adolescents’ ERI affirmation via intermediate increases in maternal cultural socialization. Similar patterns were observed for ERI resolution, but only for adolescents whose mothers were born in the United States. Findings have critical implications for how neighborhoods support parents’ cultural socialization practices and adolescents’ ERI. In study 2, I used a convergent mixed methods research design to compare and contrast researchers’ neighborhood assessments collected using systematic social observations (e.g., physical disorder, sociocultural symbols) with adolescents’ qualitative neighborhood assessments collected by semi-structured interviews with Mexican-origin adolescents. Using quantitative methods, I found that researchers observed varying degrees of physical disorder, physical decay, street safety, and sociocultural symbols across adolescents’ neighborhood environments. Using qualitative methods, I found that adolescents observed these same neighborhood features about half the time, but also that they often layered additional meaning on top of distinct neighborhood features. Using mixed methods I found that, in the context of high spatial concordance, there was a high degree of overlap between researchers and adolescents in terms of agreement on the presence of physical disorder, physical decay, street safety, and sociocultural symbols. Lastly, adolescents often expanded upon these neighborhood environmental features, especially with references to positive and negative affect and resources. Overall, findings from study 2 underscore the importance using mixed methods to address the shared and unique aspects of researchers’ objectivity and adolescents’ phenomenology. / Dissertation/Thesis / Doctoral Dissertation Family and Human Development 2020

No description available.

The current study examined how multiple dimensions of ethnic-racial identity (ERI) were associated with alcohol use and alcohol use disorder (AUD) symptoms and how these relations varied by individuals’ ethnic-racial group among 1850 diverse emerging adults (M = 18.46, SD = .38). Further, measurement invariance of the Ethnic Identity Scale-Brief (EIS-B) was tested across Latinx, White, Black, Asian, and Multiracial students. Additionally, alternative models were examined that tested whether family factors (i.e., parent education and family history of alcohol problems) moderated the relations between ERI and alcohol problems to further examine nuances in these relations. Results indicated that the EIS-B functioned differently across White students and students of color; therefore, all research questions were tested separately for White students. Findings indicated that there were significant differences by race/ethnicity. ERI affirmation was negatively associated with AUD symptoms for Asian individuals and Black individuals. ERI exploration was positively associated with AUD symptoms among Black individuals. ERI resolution was negatively associated with alcohol use for Latinx individuals and positively associated with alcohol use for Multiracial individuals. For White individuals, ERI exploration was negatively associated with alcohol use and ERI affirmation was negatively associated with AUD symptoms. Regarding the alternative models, parent education was a significant moderator, such that at high parent education, ERI resolution predicted more alcohol use among White students and less AUD symptoms among Minority students. Family history of alcohol problems was not a significant moderator of any relations between ERI dimensions and alcohol problems. Overall, continued research and finding ways to translate findings into interventions with college students that incorporate these nuanced mechanisms underlying alcohol problems is a fruitful and important endeavor.

Ethnic Racial Socialization (ERS) is a specific form of socialization that African-American parents use to respond to culturally specific challenges (James, Coard, Fine & Rudy, 2018). A large component of expanding the ERS process requires including Gendered Racial Socialization (GRS) dimensions by exploring gendered racial micro aggressions and discerning differences. Additionally, it is important to note that a thorough review of the ERS literature confirmed the lack of empirical research on ERS and paternal figures (Priest et al., 2016). As such, this pilot study, is an initial investigation to explore ways in which African American fathers are socializing their daughters to address gendered racial microaggressions. Through in-depth semi-structured interviews, results will include messages that are transmitted, modes of transmission and concerns pertaining to gendered racial microaggressions their daughters will experience. By shedding light on this construct, African-American fathers could be equipped with better effective ERS practices geared at the varied experiences their African American daughters endure.

Thesis advisor: Belle Liang / Ethnic racial identity (ERI) is a developmental model that recognizes that individuals with an ethnicity (e.g., Jamaican, Puerto Rican) and race (e.g., Black, White) will have attitudes, beliefs, and actions influenced by their ethnic and racial group membership which represents an important aspect of their identity (Umana-Taylor et al., 2014). Research on people of Color (POC) who positively identify with their own ethnic and/or racial group and academic outcomes has been mixed, with studies documenting no associations (Guzman, 2002; Ivory, 2003), negative associations (Sellers, Chavous, & Cooke, 1998), and positive associations (Rivas-Drake, Seaton et al., 2014). Moreover, there remains little research on examining the underlying mechanisms explaining the link between ethnic and/or racial identity and student engagement. Research in related fields suggests several potential mechanisms that may help explain the relationship between ERI and student engagement. For example, Sumner and colleagues (2018) posited that marginalization experiences likely shape youth purpose; POC, given their marginalization experiences, may be more purposeful than non-POC. Additionally, research suggests that positive feelings towards one’s ethnic or racial group are associated with positive mental health outcomes (Rivas-Drake, Syed et al., 2014) which in turn are associated with student engagement. The current study investigates the underlying mechanisms for the relationship between ERI and student engagement. Specifically, the study examined associations between either an assimilation (i.e., attitudes in which individuals define identities in nationalistic rather than ethnonationalist terms) or multiculturalist inclusive (i.e., positive attitude towards one’s ethnic-racial group as well as other ethnic-racial groups) ERI status and student engagement. Path analysis was employed to test the mediating role of purpose and mental health on the relationship between ERI and student engagement. The study also examined whether the relationship between ERI and mental health was different across ethnic-racial groups. The results indicate that ERI status was not directly related to mental health. Nor was ERI status indirectly related to student engagement through mental health. However, ERI status was directly related to purpose and indirectly related to self-regulation through purpose. Further, the association between ERI status and mental health differed across ethnic-racial groups. That is, ERI status, both assimilation and multiculturalist inclusive, was more highly associated with psychological wellbeing for POCs than for non-POCs. For White students, there was a positive association between a multiculturalist inclusive ERI status and depression. Youth purpose may explain additional relationships between ERI status and other outcomes. Implications of these findings for research, assessment, and intervention are discussed. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.