O cenário desta pesquisa envolveu a educação para as relações étnico raciais a partir da análise do discurso dos usuários de uma rede social, tomando como referencial as postagens de usuários do Facebook e a discussão do preconceito que se materializa em rede e se propaga nos espaços informais e formais de educação. Sua relevância se dá na medida em que instigou o estudo e a construção de estratégias educativas voltadas para os desafios da escola no contexto contemporâneo. Objetivamos investigar de que forma o preconceito materializado por meio da linguagem, numa rede social, pode ser trabalhado nos contextos informais e formais de educação, observando-se a importância de utilizar-se um recurso digital na identificação de frases e textos verbais e não verbais, cujo cunho pejorativo, inferiorize a pessoa, estigmatizando-a. A pesquisa realizada tomou como suporte os estudos de linguagem, tendo como referencial os pressupostos de M. Bakhtin, no que diz respeito aos conceitos de dialogismo e polifonia. No que concerne ao preconceito, nossa pesquisa terá como suporte os estudos de P. Bourdieu, K. Munanga, L. Sansone; C. Furtado, A. Guimarães. O trabalho proposto teve como aporte a pesquisa qualitativa, com base no pressuposto dialógico da pesquisa formação. Para tanto, a metodologia CIVITAS, do grupo de pesquisa LELIC/PPGIE/UFRGS, articulou nesta tese, o diálogo entre a educação básica e o ensino superior, com base nos sujeitos que atuam nesses segmentos da educação. Assim, com base no projeto CIVITAS, em articulação com o Projeto de Vidas/UFMA a pesquisa teve como sujeitos um grupo de estudantes da Educação Básica dos oitavo e nono anos do Ensino Fundamental e de universitários de um curso de licenciatura, registrando os sentidos atribuídos, por escolares e universitários, sobre uma seleção de postagens do Facebook que evidenciam o discurso de preconceito racial. Utilizou como base metodológica a identificação de vocábulos, frases e imagens de cunho pejorativo, fazendo associações entre palavras, frases e imagens. Nesse sentido, tais questões foram discutidas com base nos estudos de linguagem e da educação para a promoção das relações étnico raciais, compondo-se assim, um estudo acerca de como a educação formal e informal pode a partir das redes sociais discutir temas atuais e pertinentes a serem trabalhados na escola, tendo como referencial a Lei n. 11.645/08. Verificou-se que a escola deve considerar em seu currículo, de forma interdisciplinar e contextualizada com as novas tecnologias, a educação para as relações étnico raciais, no contexto de diferentes áreas de conhecimento, entre elas a Língua Portuguesa e os estudos dos gêneros digitais, enquanto proposta para se se refletir acerca das desigualdades advindas da cor/raça dos alunos. / The scenario of this research involved education or ethno-racial relations based on discourse analysis of users from a social network, setting as the benchmark, Facebook user posts and the discussion on prejudice which materializes online and spreads over informal and formal educational space. Its relevance is to the extent that it instigated study and construction of educational strategies designed for the challenges of modern day schooling. Our object is to investigate the way in which prejudice materialized through language, on a social network, can be worked in informal and formal educational contexts, noting the importance of using a digital feature to identify phrasal and verbal & non-verbal texts, whose pejorative nature, degrades and stigmatizes the person. The research was supported by language studies based on assumptions from M. Bakhtin, concerning concepts of dialogism and polyphony. Regarding prejudice, our research will be supported by studies from P. Bourdieu, K. Munanga, L. Sansone; C. Furtado, A. Guimarães. The research proposed had the contribution of qualitative research based on dialogic assumption of training research. Therefore, CIVITAS methodology CIVITAS, from the LELIC/PPGIE/UFRGS research group articulated in this thesis, dialog between basic and higher education based on subjects which act in these educational segments. Thus, based on the CIVITAS Project, articulation with Projeto de Vidas/UFMA, the subjects were a group of students from Basic Education from eighth and ninth grade in Middle School and college students from a teaching course registering the feelings attributed by school and college students about a selection of Facebook posts that show a discourse of racial prejudice. The methodological base was identification of words, phrases and images of a pejorative nature. In this sense, such questions were discussed based on language studies to promote ethno-racial relations, making up a study about how formal and informal education can, based on social networks, discuss current and pertinent themes to be worked in school as per Law 11.645/08. It was verified that schools should consider in their curriculum, interdisciplinary and contextualized matter with new technologies and education for ethno-racial relations in the context of different knowledge areas, among them Portuguese and digital genres as a proposal to reflect on inequalities stemming from students’ color/race.

Aux États-Unis, le « pentagone ethnoracial » s’impose comme un outil majeur de la conception identitaire. Son caractère hautement normatif participe à une mise en catégories du monde social en cinq nuances immuables : blanc, afro-américain, hispanique, asiatique et amérindien. Aussi approximatif soit-il, rien ne semble remettre en question sa validité, ni les exceptions identitaires, ni les tensions qu’il induit. Parce que le campus américain s’apparente à bien des égards à une microsociété, nous avons cherché à savoir comment ces normes identitaires se manifestaient à l'Université et à travers la vie associative ethnique. Notre attention s’est portée sur le développement, l’expression, la gestion de l’identité ethnoraciale ainsi que sur la question des liens de sociabilité qui en découle. Au terme d’une enquête de terrain menée sur cinq campus de l’État de New York, d’une série d’entretiens et de sondages, nos résultats montrent que l’association constitue souvent un terrain sur lequel se développent les mécanismes définissant les « frontières ethniques » dont les contours ont souvent été esquissés avant l’Université. L’inscription dans le contexte new-yorkais se justifie par l’impact de ses fortes inégalités raciales sur les schémas interactionnels et les mécanismes identitaires. New York, ou l’État de tous les paradoxes, permet de rendre compte des problématiques liées à l’appartenance raciale et ethnique à l’échelle de la société. Lieux privilégiés de (ré)confort, le rôle des associations ethniques s’interprète comme la preuve que la dichotomie Noirs/Blancs n’a pas totalement disparu et que l’historique color-line existe encore dans les faits et dans les esprits. / In the United States, the “ethno-racial pentagon” has established itself as a major tool to define identity. Its normative aspect contributes to the process of categorizing the American social sphere into a fixed number of categories: White, African-American, Hispanic, Asian and Native American. As imprecise as the ethno-racial pentagon is, identity particularisms as well as the tensions it triggers do not seem to be enough to question its validity. As American college campuses may be described in terms of a micro-society, we looked into how identity norms manifest themselves in college and more specifically in ethnic student organizations. We primarily focused on the development, the expression, and the management of ethno-racial identity as well as the question of socialization that this topic encompasses. After conducting a field research of five campuses from New York State and a series of interviews and surveys with ethnic minority students, our findings indicate that ethnic associations tend to provide a ground for defining “ethnic boundaries” whose contours have often been outlined before college. The designation of New York State as a case study is justified by the possible impact of its racial inequalities on social interaction patterns and identity development. As a state of countless paradoxes, New York allows us to consider the issues related to racial and ethnic identity at a national level. As unique comfort zones on campus, the role that they play has proven that the Black/White dichotomy which has been structuring the American society since slavery, has not completely disappeared and that the historical color-line still exists in both mind and reality.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-05-08T18:10:36Z No. of bitstreams: 1 Cátia Silene Morera_.pdf: 793398 bytes, checksum: 9b80e428a0e5adca7cb6534a567ee037 (MD5) / Made available in DSpace on 2017-05-08T18:10:36Z (GMT). No. of bitstreams: 1 Cátia Silene Morera_.pdf: 793398 bytes, checksum: 9b80e428a0e5adca7cb6534a567ee037 (MD5) Previous issue date: 2017-02-23 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Considerando os treze anos da promulgação da lei que torna obrigatória a educação das relações étnico-raciais, a temática desta investigação aborda as concepções sobre a educação das relações étnico-raciais presentes nos depoimentos de alunos concluintes do Ensino Fundamental, a partir de suas trajetórias em duas escolas da rede municipal de São Leopoldo, no estado do Rio Grande do Sul, em 2016. A investigação propõe, como objetivo geral, compreender como estes alunos concebem a educação das relações étnico-raciais a partir das suas experiências escolares e, com base nas concepções apresentadas, refletir sobre o alcance da legislação em âmbito local. Como objetivos específicos, o estudo busca: contextualizar a inserção da temática educação das relações étnico-raciais no currículo escolar e suas relações com a realidade escolar do Município de São Leopoldo; analisar, em âmbito local, os limites e as possibilidades de efetivação de uma educação das relações étnico-raciais nas escolas; identificar saberes/conhecimentos/reflexões construídos pelos estudantes concluintes do Ensino Fundamental sobre a educação das relações étnico-raciais com base em suas experiências escolares. A dissertação buscou responder o seguinte problema de pesquisa: quais são as concepções apresentadas por estudantes da rede municipal de Ensino de São Leopoldo, ao concluírem o Ensino Fundamental, sobre a educação das relações étnico-raciais e como a análise dessas formulações permite refletir sobre os avanços e limites, em âmbito local, da Lei 10.639/03, treze anos após sua aprovação? Para responder à pergunta, foi realizado um estudo de abordagem qualitativa, embasado empiricamente em análise documental, aplicação de questionário e realização de entrevistas. Os alunos concluintes do Ensino Fundamental das escolas estudadas pertencentes à rede municipal de ensino de São Leopoldo concebem a educação das relações étnico-raciais tendo por base o sofrimento da população negra no período escravocrata. Então, pode-se pensar que os materiais culturais que circulam pela escola acabam por contribuir para que o currículo seja significado especialmente com base nessa noção vitimizante. / Taking into consideration the thirteen years since the enactment of the law which makes ethno-racial relations education mandatory, the theme of this investigation addresses the conceptions on ethno-racial relations education present in the testimony of students graduating from middle school as from their experiences in two schools of the Municipal Network of São Leopoldo, in the state of Rio Grande do Sul, in the year of 2016. As its general goal, this research aims to understand how students concluding middle school conceive ethno-racial relations education according to their own school experiences and - based on these conceptions –to reflect on the reach of ethno-racial relations education in the local level. As its specific goals, this study seeks to: contextualize the introduction of the subject of ethno-racial relations education in the school curriculum and its relationship with school realities in the Municipality of São Leopoldo; analyze, in the local level, the limits and the possibilities of effecting ethno-racial relations education in schools; identify knowledge/reflections on ethno-racial relations education constructed by students concluding middle school, based on their school experiences. This master’s thesis strived to answer the following research question: what are the conceptions on ethno-racial relations education presented by students of the Municipal Education Network of São Leopoldo upon concluding middle school, and how does the analysis of these formulations enable the reflection on the progress and the limitations, in the local level, of Law 10.639/03, thirteen years after its enactment? To answer this question, a qualitative study was performed, empirically based on documental analysis, interviews, and questionnaire application. Students concluding middle school in the schools of the municipality of São Leopoldo conceive ethno-racial education based on the suffering of the black population during the slavery period. Therefore, it is possible to conclude that the cultural materials circulating throughout the schools end up contributing to a curriculum that is mainly signified in terms of this victimizing notion.

Submitted by Mariana Dornelles Vargas (marianadv) on 2015-05-21T17:34:03Z No. of bitstreams: 1 producao_sujeito.pdf: 2509073 bytes, checksum: 7ee7f4e0154b78e56f870d94d81e1a1b (MD5) / Made available in DSpace on 2015-05-21T17:34:03Z (GMT). No. of bitstreams: 1 producao_sujeito.pdf: 2509073 bytes, checksum: 7ee7f4e0154b78e56f870d94d81e1a1b (MD5) Previous issue date: 2012-02-17 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação de mestrado teve como objetivo entender como se constitui o sujeito negro em Venâncio Aires - RS, a partir da análise das relações de poder e dos discursos que são colocados em circulação neste município pelo jornal Folha do Mate, de 1970 até 2010. Elementos como a visibilidade do afro-descendente e a política cultural desenvolvida por alguns sujeitos negros serviram como mobilizadores para problematizar os efeitos das verdades que vão além dos sujeitos deste espaço. Orientada pela perspectiva Pós-Estruturalista e as teorizações propostas por Michel Foucault, essa pesquisa utilizou o Jornal Folha do Mate como materialidade investigativa. Depois de realizar as análises do jornal, foi possível identificar três discursos que são tomados como verdades, a citar: o discurso da comunidade, o discurso politicamente correto e o discurso da diversidade étnico-racial. Assim, concluiu-se que o regime de verdades que circula em Venâncio Aires toma a diferença como necessária e a materializa por meio da valorização da diversidade e do exercício da tolerância. Em outras palavras, concede espaços de visibilidade ao negro e celebra a sua diferença, mas dificulta ou impede que se desenvolvam práticas interculturais no município, especialmente na Educação. / This masters degree dissertation had the purpose to understand how the black subject is composed in Venâncio Aires city - RS, based in the analysis of power relation and the speeches brought out by the local newspaper Folha do Mate, from 1970 to 2010. Traces such as the visibility of the African descendant and the cultural guidelines wrote by a few black subjects supplied persuasion to question the effects of the truths that go beyond of the people from this space. Headed for the poststructuralist perspective and theorizing proposed by Michel Foucault, this research took as a palpable investigative data the newspaper called Folha do Mate. After making the analysis of the data it was possible to identify three discourses that are taken as truths, quoted here: the community discourse, the politically correct discourse and the ethnic and racial diversity discourse. Therefore, it is said that the regime of truths that goes around in Venâncio Aires takes the difference as necessary and emerges it through the value given to diversity and the exercise of tolerance. In other words, it concedes places of visibility to the black people and celebrates their difference, but breaks or stops the development of intercultural practices in the Venâncio Aires, especially in Education.

Cette thèse étudie la relation entre les dynamiques migratoires et les trajectoires sociales des migrants nés dans les DOM et installés en France métropolitaine. Ma recherche se focalise sur la démographie des flux migratoires, l’insertion sur le marché du travail, ainsi que le rôle joué par la citoyenneté et les frontières ethno-raciales. J’adopte une approche multi-méthodes. D’une part, je combine des bases de données issues d’enquêtes menées en métropole et dans les DOM, offrant une perspective de long terme sur les flux migratoires et les trajectoires des migrants (Recensements de la Population 1968-1999 ; Enquêtes Emploi 1982-2012 ; Trajectoires et Origines 2008 ; Migration Famille Vieillissement 2012). D’autre part, j’ai mené 40 entretiens semi-directifs avec des ultramarins de la région parisienne, travaillant pour beaucoup dans le secteur public. Mes résultats montrent l’impact des politiques publiques encourageant la migration sur la croissance, la structure et la sélection des flux. En étudiant l’effet croisé des politiques, du contexte économique et des dynamiques familiales, mes analyses montrent comment la mobilité des ultramarins répond à des enjeux économiques, émotionnels et normatifs. La position intermédiaire des migrants des DOM – situés entre la population majoritaire et les immigrés – joue à des niveaux objectifs et subjectifs. Les effets combinés de leur catégorisation raciale en tant que Noirs, des variations liées aux perceptions de leur couleur de peau et de la légitimité conférée par l’ancienneté de leur citoyenneté française façonnent leurs positions socioéconomiques et symboliques dans la stratification sociale française. / This thesis studies the relation between migration dynamics and social paths of migrants born in the French Overseas Departments (DOM) and living in mainland France. My research focuses on the demography of migration flows, labor market outcomes, as well as the role played by citizenship and ethno-racial boundaries. I follow a mixed-methods approach. On the one hand, I combine large datasets from surveys conducted in mainland France and the DOM, providing a long-term assessment of migration flows and migrants’ trajectories (the French Census from 1968 to 1999; the Labor Force Survey from 1982 to 2012; Trajectoires et Origines, 2008; Migration Family Ageing, 2012). On the other hand, I conducted 40 semi-directive interviews with overseas migrants living in the Paris area, focusing mainly on public servants. My results show the impact of public policies promoting migration on flows’ growth, structure, and selection. Looking at the crossed effect of policies, economic context, and family dynamics, my analysis reveals how migrants balance economic, emotional, and normative concerns. The intermediary position of overseas migrants – positioned between the majority population and international migrants – plays at objective and subjective levels. The combined effects of their racial categorization as Black, the within-variations related to perceptions of their skin color, and the legitimacy granted by their long-held French citizenship, shapes their socioeconomic and symbolic positions within the French social stratification.

Made available in DSpace on 2016-12-23T14:01:55Z (GMT). No. of bitstreams: 1 Tania Mota Chiste.pdf: 2789079 bytes, checksum: 2e737c9e5e7a89ae2b58cd5ef0769591 (MD5) Previous issue date: 2012-10-16 / The essay investigates the quilombola (people who lived in quilombos community of slaves that had escaped from their masters) black children in their processes of identity constitution through the voices of the children living in a quilombola community in Araçatiba/ES, considering their individual and collective experiences. The research work was developed in the quilombola community in Araçatiba/ES, mainly, in the Ark of Letters Program (Rural Library Program of the Ministry of Agrarian Development), involving the children found in this place. The research aims at seeing the children as subject and social actor in the relations, understanding them as produced and producer of history and culture. In order to substantiate the study, it was used a historical-cultural approach, having as contribution the Vigotski conceptions (2000, 2007, 2008) about the society and culture role regarding the subjects‟ constitution. In this movement, it intends for a dialogue with some authors such as Sarmento (1997, 2004, 2005, 2007, 2008), Corsaro (2005, 2009), Kramer (2002, 2003), among others who have been standing out the need to know better the children and their childhood in the concreteness of their experiences. To understand the racial ethnic issues and their implications in the identity constitution and in the back child education, it searches for authors such as Cavalleiro (2001, 2005), Munanga (1996, 1998, 1999, 2004, 2008), Gomes (2001, 2007), André (2008), Oliveira (2001, 2005, 2012), among others who research on such thematic. The method used is the ethnographic study-case, which orientated the works in the data production process, using the participant observation and a semi-structures interview as instruments, here named as talks, besides photography, drawings and oral reports. The study made possible to understand how the racist ideologies are built and naturalized throughout the history of the black population in Brazil and how it is still negatively affecting the identity constitution of the black child subject. The research still mentions that other histories are being built through the struggle of the quilombola communities to regulate their territories and for the acknowledgement of their cultural heritage, what in a certain way, has been drafting other possibilities of fundamental experiences to constitute this quilombola black child. The acquaintanceship and the dialogue with those children indicate the necessity to review the importance and non-importance we give to things and signalize other new possibilities of identity constitution that can be potentiate if the importance of the mediations in this transformation process of how to be a black subject in this society are comprehended

Fruto de uma intensa atividade intelectual e politica por parte de atores sociais, os quais percebem na participação afro-descendente um dos pilares da construção sociocultural brasileira, as ações resultantes dessa luta começam a ter efeitos mais sólidos em meio aos processos deliberativos educacionais, como, por exemplo, a criação da disciplina de História e Cultura Afro-brasileira e Africana obrigatória nas grades curriculares das instituições de ensino superior do país, dentre outras. Desta forma, o presente trabalho de conclusão de mestrado profissional visa analisar a questão educacional relacionada aos negros e às etnias no Brasil, bem como avaliar algumas mudanças significativas concretizadas por meio de certas politicas públicas que vem sendo colocadas em prática no decorrer do século XX. Para tanto, intenta-se delimitar a presente pesquisa, de caráter bibliográfico, a partir de um viés histórico e social no que tange sua perspectiva teórico-conceitual. / Fruit of an intense intellectual activity and policy by social actors, which perceive participation african descent one of the pillars of the Brazilian sociocultural, the resulting actions that fight start having stronger effects among the deliberative processes of education, as for example, the creation of the discipline of History and Afro-Brazilian and African compulsory in the curricula of higher education institutions in the country, among others. Thus, this final paper aims to analyze the professional master education issue related to the black and ethnic groups in Brazil, as well as evaluating some significant changes implemented by means of certain public policies that have been put into practice in the course of the twentieth century. Therefore, attempts to define the present research, bibliographical, from a social and historical bias regarding their theoretical-conceptual.

The purpose of this thesis was to take a deep look into the history of race in American foreign policy in two White House administrations. The presidencies of Dwight D. Eisenhower and Bill Clinton were examined in which the influence of racism in domestic politics was demonstrated as a factor which shaped, and continues to shape, U.S. foreign policy. The research found that 1) segregation, 2) the concept of “primitiveness” formed due to the history between black and white nation-states and 3) the idea of “the other” used by the media and political elite are three manifestations of the consideration of race in Eisenhower’s foreign policy, particularly with respect to Ethiopia. The research also found that 1) American discomfort with white suffering, 2) the normalization of violence in black countries and usage of the term “tribalism,” and 3) the significance of ethno-racial identity all demonstrate the role of race in Clinton’s foreign policy which resulted in the disproportionate political prioritization of the Western Balkans over Rwanda.

This document is based on a recent study on the relation between ethnicity, culture, «race» and ancestry among Afro-Peruvians. Findings show that while construction of the «black» or Afrodescendant identity in Peru holds the cultural dimension as a central component, it mainly - and fundamentally- revolves around the idea of the existence of a «black race». According to these «racialized» identity criteria, the boundaries of an Afro-descendant «we» cover only those with certain phenotypic markers that Afro-Peruvians themselves consider as defining membership in the «black race». The phenotypical «evidence» of «blackness» thus appears as a kind of «necessary condition» for the «black»/Afro- Peruvian identity. This form of self-identification poses a threat to the political discourses and projects of Afro-Peruvian organizations seeking to build a «de-racialized» Afrodescendant identity, one that is linked to a historical memory of the African diaspora which, nonetheless, seems to hold a weak presence among our country’s people of African descent. / El documento se basa en una reciente investigación sobre la relación entre etnia, cultura, «raza» y ancestralidad entre los afroperuanos. Los resultados permiten concluir que si bien la construcción de la identidad «negra» o afrodescendiente en el Perú tiene como un eje centra la dimensión cultural, principalmente —y de modo fundamental— gira en torno a la idea de la existencia de una «raza negra». Según estos criterios identitarios «racializados», las fronteras de un «nosotros» conformado por los afrodescendientes sólo abarcan a aquellas personas que tienen ciertos marcadores fenotípicos considerados —por los propios afroperuanos— como definitorios de la pertenencia a la «raza negra». La «evidencia» fenotípica de la «negritud» aparece así como una suerte de «condición necesaria» para la identidad «negra»/afroperuana. Esta forma de autoidentificación representa un desafío para los discursos y proyectos políticos de las organizaciones afroperuanas que procuran construir una identidad afrodescendiente «des-racializada» y vinculada a la memoria histórica de la diáspora africana —la cual,sin embargo, parece tener una débil referencia entre los afrodescendientes de nuestro país—.

Made available in DSpace on 2016-07-27T13:44:43Z (GMT). No. of bitstreams: 1 MARIA LICIA DOS SANTOS.pdf: 4940432 bytes, checksum: 13f7e690f308b38f24e9cca0042d1ea2 (MD5) Previous issue date: 2013-03-22 / In the present thesis we investigate the challenges for the implementation of the Law Nº.10.639/03, in the Instituto Federal de Educação Ciência e Tecnologia Goiano, at the (IF Goiano - Campus Ceres). This law constitutes one of the affirmative action policies based on historical and social dimensions that seek to combat racism and prejudice affecting the black population in Brazil. We investigate if there are and what are the initiatives of school authorities for the promotion and recognition of actions for equality ethno-racial relations and the exercise of full citizenship. Taking into consideration the school routine, it is seen as a collective learning space, of respect and value of the differences; if the Political and Pedagogical Project presents possibilities and suggestions for the curriculum organization to be also taken from the point of view Afro-Brazilian, in which the construction process and approaches around learning are empowering of a perspective of anti-racist education. The unrest t driving us to the choice of theme ethno-racialism comes from the understanding that the school should be seen as a place of emancipation opportunities, which is only possible if it is capable of devising a political intervention that addresses an anti-discrimination pedagogy and evaluative ethno-racial specifics, that is, promoter of human emancipation. We´ve proved that 62% of students who are currently composing the IFGoiano Campus Ceres are black or afro-descendants. We´ve used a methodology centered on a investigative proposal critic of the present reality in everyday school life. We´ve made use of qualitative research, analyzing public policies and representations that institutional agents involved have built about the practices as well as their interests and their contributions to human development. As supporting and theoretical basis, we´ve used the theoretical studies that have looked into the issue in ethno-racial school environment. The main categories of analysis that makes this more scientific and the object of our study were: Ideology, Public Policy, Intercultural and Multicultural, Racism and Prejudice, Power and Social Representations. In order to better understand and investigate the space searched, we categorized the data in: environment, experiences, limits and possibilities. We concluded that the limits are centered on silent racism; lack of making the law public as well as the non existence of a qualification course. Also the possibilities of attending these norms seemed promising in this institution, where many of the participants have demonstrated awareness of the importance of addressing the issue in ethno-racial education. / Na presente tese investigamos os desafios para a implementação da Lei n. 10.639/03, na rede federal profissional e tecnológica, em específico, no Instituto Federal de Educação Ciência e Tecnologia Goiano (IFGoiano - Campus Ceres). Essa lei se constitui em uma das políticas de ações afirmativas fundadas em dimensões históricas e sociais que buscam combater o racismo e as discriminações que atingem a população negra no Brasil. Investigamos se existem e quais são as iniciativas dos agentes escolares para a promoção do reconhecimento e de ações voltadas para a igualdade das relações etnorraciais e para o exercício da cidadania plena; se o cotidiano escolar é visto como espaço coletivo de aprender a conhecer, respeitar e valorizar as diferenças; se o Projeto Político Pedagógico apresenta possibilidades e sugestões para que a organização curricular seja tomada também do ponto de vista afro-brasileiro, no qual o processo de construção e as abordagens em torno dos conhecimentos sejam fortalecedores de uma perspectiva de educação antirracista. As inquietações que nos impulsionaram à escolha do tema etnorracionalidade provêm do entendimento de que a escola deve ser vista como um lugar de oportunidades emancipatórias, o que somente é possível se ela for capaz de traçar uma política de intervenção que contemple uma pedagogia antidiscriminatória e valorativa de especificidades etnorraciais, ou seja, promotora de emancipação humana. Comprovamos que 62% dos(as) alunos(as) que compõem atualmente o IFGoiano-Campus Ceres são negros(as) ou descendentes. Utilizamos uma metodologia centrada em uma proposta investigativa crítica sobre a realidade presente no cotidiano escolar. Fizemos uso da pesquisa qualitativa, analisando as políticas públicas e as representações que os agentes institucionais envolvidos têm construído a respeito das práticas, bem como suas contribuições e seus interesses para a formação humana. Como sustentação e embasamento teóricos, recorremos aos estudos de teóricos que se debruçaram sobre a temática etnorracial no ambiente escolar. As principais categorias de análise que lançaram luz e cientificidade ao nosso objeto de estudo foram: Ideologia, Políticas Públicas, Multiculturalismo e Interculturalidade, Racismo e Preconceito, Representações Sociais e Poder. No intuito de melhor compreender e investigar o espaço pesquisado, categorizamos os dados em: ambiência, vivência, limites e possibilidades. Constatamos que os limites estão centrados no racismo silenciado; na falta de divulgação da lei assim como na ausência de um curso de qualificação. Também as possibilidades de atendimento às normativas se mostraram promissoras nessa Instituição, quando muitos dos participantes demonstraram ter consciência da importância do tratamento da questão etnorracial na educação escolar.