Thesis (D. Min.)--Ashland Theological Seminary, 2005. / Abstract. Includes bibliographical references (leaves 201-206).

Thesis (M.A.)--Bowling Green State University, 2010. / Document formatted into pages; contains viii, 105 p. Includes bibliographical references.

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2002. / Includes bibliographical references (leaves [119-123]).

Thesis (M.A.P.S.)--Catholic Theological Union at Chicago, 2003. / Includes bibliographical references (leaves 101-105).

Thesis (Ph. D.)--University of Canterbury, 2006. / Typescript (photocopy). Includes bibliographical references (leaves 268-302). Also available via the World Wide Web.

Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 153-157). Also available on the World Wide Web.

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2007. / Title from PDF title page screen. Advisor: Constance L. McKoy; submitted to the School of Music. Includes bibliographical references (p. 98-104).

Thesis (M.A.)--Brigham Young University. Dept. of Communications, 2005. / Includes bibliographical references (p. 47-61).

No description available.

O presente trabalho busca investigar de que maneira os livros de Sociologia do Programa Nacional do Livro Didático (2015) abordam a temática étnico-racial no que concerne à população negra brasileira. Através do suporte estabelecido pelas políticas de ações afirmativas na área da Educação e da legislação em vigor – artigo 26-A da LDB – a pesquisa pretende verificar de que forma as Ciências Sociais têm elaborado estudos e compreensões referentes à questão racial na confecção do material didático destinado ao Ensino Médio. Nesse sentido, a pesquisa parte do respectivo problema: os livros didáticos limitam-se a apresentar o “lugar de negro” na literatura sociológica e na sociedade brasileira, ou permitem ir além e evidenciam o “negro como lugar” na Sociologia, sujeito político e integrante da nação brasileira? A posicionalidade do intelectual negro integra a produção de conhecimentos sociológicos, sobretudo no que se refere aos estudos das relações étnico-raciais? A partir de conceitos/categorias engendradas através do referencial teórico sustentado por autores negros da Sociologia – Guerreiro Ramos e Clóvis Moura –, constituímos o caminho metodológico da Análise Crítica do Discurso, pois permite investigar junto ao material empírico em que medida a “práxis negra” se apresenta como ferramenta pedagógica na produção de conhecimento sociológico destinada aos jovens e adultos do Ensino Médio. A concepção crítica de ideologia de John B. Thompson também nos inspira metodologicamente, pois auxilia-nos a verificar as relações de poder e dominação que podem aparecer nos livros didáticos, caracterizando ideologia como o “sentido a serviço do poder”, e propondo uma análise crítica para desmascarar esse sentido. No contexto/delimitação deste trabalho, trata-se de sentidos que possam reforçar e (re)produzir os padrões institucionalizados que subordinam historicamente a população negra brasileira, razão que nos levou a construir essa Análise Crítica do Discurso à luz de uma Sociologia da “práxis negra”. / The present work investigates how sociology textbooks from the "National Textbook Program" (2015) approaches racial-ethnic themes concerning the black Brazilian population. Through the support established by affirmative actions polices in areas of education and legislation in force - article 26-A of LDB - the research intends to verify in which way social sciences has elaborated studies and comprehensions about the racial issue in the making of textbooks for High Schools. Therefore, this work starts from the respective problem: textbooks are limited to presenting the "place of black" in sociological literature and in Brazilian society, or do they allow us to go beyond and highlight the "black as a place position" in Sociology, black population as political agent and member of the Brazilian nation? Does the positionality of the black intellectual integrate the production of sociological knowledge, especially concerning the study of ethnic-racial relations? From the concepts and categories generated through the theoretical framework supported by black authors of Sociology – such as Guerreiro Ramos and Clóvis Moura – we constitute the methodological path of Critical Discourse Analysis, since it allows investigating with the empirical material to what extent "black praxis" is present as a pedagogical tool in the production of sociological knowledge destined to young people and adults of brazilian High School. The critical conception of ideology of John B. Thompson also inspires us methodologically, as it helps us to verify the relations of power and domination that can appear in textbooks, characterizing ideology as the "sense in the service of power" and proposing a critical analysis to unmask this meaning. In the context and delimitation of this work, these are meanings that can reinforce and (re)produce the institutionalized patterns that historically subordinate the brazilian black population, which led us to construct this Critical Discourse Analysis in the light of a Sociology of “Black Praxis”.