Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-02-27T18:16:02Z No. of bitstreams: 1 2017 - C?ntia Mariane da Silva.pdf: 1273338 bytes, checksum: 0dc1aacd3c3c0280fa2bff212c7fb959 (MD5) / Made available in DSpace on 2018-02-27T18:16:02Z (GMT). No. of bitstreams: 1 2017 - C?ntia Mariane da Silva.pdf: 1273338 bytes, checksum: 0dc1aacd3c3c0280fa2bff212c7fb959 (MD5) Previous issue date: 2017-02-14 / The research project does education come from home: an essay on racial relations, family and education is an attempt to think about the education of racial-ethnic relations based on day to day learning processes. The choice to do so comes from a variety of factors, among them, an siemeling common episode told in a meeting of the Laboratory of Studies and Multimedia Primes (LEAM).The story, that I have told before many times, in other places, to other people, became, in that moment, a turning point in this work: the discovery of an old family photograph, long forgotten, brought with it many other stories of silencing and denying racism that ended up throwing me out of it?s framing. The objective of this study is to think about how we form ourselves - in racial relations - among family practices and discourses (that feed and are also fed by other educational agencies) that seem to transcend personal context and a supposed common sense. To what measure family stories offer elements to think about the society we live in? In their daily lives, what do families teach us and what do we learn about ourselves and others? If we consider education as broader social process, what would be the relation between the learning of prejudice, discriminating behaviour and the education that is received at home? With the help of the ?Wastage Catcher?, a character borrowed from the poems of Manuel de Barros (2010), I started a searching, in the narratives about the lives and formation of students of Pedagogy in the Multidisciplinary Institute of Rural University of Rio de Janeiro (IM/UFRRJ), small wastefulness that could offer elements do understand how family relations impact the way we view social relations in society, and, therefore, support our work as teachers. This work converses with the studies of daily life (CERTEAU, 1994; FERRA?O, 2002, ALVES, 2001) and with the idea of biographemes (COSTA, 2010; MACHADO; ALMEIDA, 2016) as a way to think, based on experience, the marks of coloniality (QUIJANO, 2005) in the lives of people, preparing other ways to face some challenges in education about racial-ethnic relations. (GOMES, 1996; 2005). / A pesquisa Educa??o vem de casa (?): um ensaio sobre rela??es raciais, fam?lia e educa??o representa uma tentativa de pensar a educa??o das rela??es ?tnico-raciais a partir dos processos educativos cotidianos. Essa escolha se deu por v?rios fatores, dentre eles, a emerg?ncia de um epis?dio aparentemente comum, narrado em um dos encontros do Laborat?rio de estudos e aprontos multim?dia (Leam). Uma hist?ria que eu j? havia narrado outras vezes, em outros espa?os, para outras pessoas, mas que naquele momento fez surgir o ponto de virada deste trabalho: a apari??o de uma fotografia de fam?lia h? muito tempo esquecida que arrastou com ela outras tantas hist?rias de silenciamento e nega??o do racismo que acabaram me lan?ando para fora do seu enquadramento original. O objetivo deste estudo ? refletir sobre como vamos nos formando ? para as rela??es raciais ? em meio a pr?ticas e discursos familiares (que tamb?m alimentam e s?o alimentados por outras ag?ncias educativas) que parecem transcender os contextos particulares e de um suposto senso comum. Em que medida as hist?rias de fam?lia oferecem elementos para pensarmos a sociedade em que vivemos? No cotidiano das fam?lias, o que nos ensinam e o que aprendemos sobre n?s mesmos e sobre os outros? Se encaramos a educa??o enquanto um processo social mais amplo, qual seria a rela??o entre a aprendizagem de preconceitos, atitudes discriminat?rias e a educa??o que vem de casa? Com a ajuda do ?Apanhador de desperd?cios?, personagem que tomei de empr?stimo na poesia de Manoel de Barros (2010), fui buscar nas narrativas de vida e forma??o de estudantes do curso de Pedagogia do Instituto Multidisciplinar da Universidade Federal Rural do Rio de Janeiro (IM/UFRRJ) pequenos desperd?cios que pudessem oferecer elementos para entender como as rela??es familiares impactam na forma como encaramos as rela??es raciais na sociedade e, consequentemente, apoiam a nossa atua??o como professores(as). Este trabalho dialoga com os estudos do cotidiano (CERTEAU, 1994; FERRA?O, 2002, ALVES, 2001) e com a ideia de biografema (COSTA, 2010; MACHADO; ALMEIDA, 2016) enquanto possibilidade de pensar desde a experi?ncia (BENJAMIN, 1994; LARROSA, 2015) as marcas da colonialidade (QUIJANO, 2005) na vida dos sujeitos, ensaiando outras maneiras de enfrentar alguns desafios da educa??o para as rela??es ?tnico-raciais (GOMES, 1996; 2005).

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-07-30T13:17:21Z No. of bitstreams: 1 2017 - Lilian do Carmo de Oliveira Cunha.pdf: 2485079 bytes, checksum: da9ecb4e2452ea1eebf32c815cd57c1f (MD5) / Made available in DSpace on 2018-07-30T13:17:23Z (GMT). No. of bitstreams: 1 2017 - Lilian do Carmo de Oliveira Cunha.pdf: 2485079 bytes, checksum: da9ecb4e2452ea1eebf32c815cd57c1f (MD5) Previous issue date: 2017-03-09 / This paper establish a discussion of the implementation of antiracist public policies as well as fight against institutional racism present in school institutions, have in mind that institutional racism refers to the manifestation of racism in the organizational structures of society. The principal issue of this research is: considering the existence of a social system that institutionalized racism by directly influencing pedagogical practices and racial relations in educational institutions; and public policies, specifically those aimed at correcting these racial inequalities in relation to school education, what obstacles are faced by teachers so that these legal anti-racist devices translate into concrete proposals for action? Thus, the aim of this research is understand how was builded the antiracist policies in the Funda??o de Apoio ? Escola T?cnica (FAETEC) [Foundation of Support in the Technical School] as well as what were obstacles faced by this implementation in this educational institution. In order to fulfil the major issue, the theoretical support will establish a dialogy with a historical perspective of racism in Brazil, reckon the conceptions of racism and institutional racism as well. Besides recognize how this conceptions reflect in the school context. These approaches will be supported by relevant research as Ant?nio S?rgio Alfredo Guimar?es (2009), Carlos Hasenbalg (2005), George Reid Andrews (1998) e Valter Roberto Silv?rio (2002), as well as official documents of the Ministry of Education that discuss an issue addressed / O presente trabalho prop?e a discuss?o da implementa??o de pol?ticas p?blicas antirracistas como forma de enfrentamento ao racismo institucional presente nas institui??es escolares, tendo em vista que o racismo institucional refere-se ? manifesta??o do racismo nas estruturas de organiza??o da sociedade. Neste sentido, a quest?o central que orienta esta pesquisa ?: considerando a exist?ncia de um sistema social que institucionalizou o racismo influenciando diretamente as pr?ticas pedag?gicas e rela??es raciais nas institui??es educacionais; e as pol?ticas p?blicas, especificamente as que objetivam corrigir estas desigualdades raciais no tocante a educa??o escolar, quais os obst?culos enfrentados pelos docentes para que estes dispositivos legais antirracistas se traduzam em propostas concretas de a??o? Assim, o objetivo principal desta investiga??o ? compreender de que modo a trajet?ria da implementa??o das pol?ticas antirracistas na Funda??o de Apoio ? Escola T?cnica ? Faetec ? representada e quais os desafios s?o inerentes a esta. Para dialogar com as quest?es aqui colocadas, o trabalho se apoiar? teoricamente na perspectiva hist?rica do racismo no Brasil, nas concep??es de racismo e racismo institucional e nos reflexos destes no contexto escolar. Discutir? tamb?m os conceitos de antirracismo e a??o afirmativa. Estas abordagens ter?o como aporte as pesquisas de Ant?nio S?rgio Alfredo Guimar?es (2009), Carlos Hasenbalg (2005), George Reid Andrews (1998) e Valter Roberto Silv?rio (2002), bem como documentos oficiais do Minist?rio da Educa??o que discutem a tem?tica abordada

Made available in DSpace on 2014-12-17T14:19:56Z (GMT). No. of bitstreams: 1 AndersonCS_DISSERT.pdf: 532771 bytes, checksum: 56fde51862ec785fa2fe37c368fdb789 (MD5) Previous issue date: 2009-03-05 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / This essay discusses the race issue, emphasizing the racial concept in Casa-Grande & Senzala. We discussed the Brazilian intellectual scene of the 1920s and 1930s, also the decadence of the analysis based on the variables of race, geographical environment and climate, emphasizing the ascent of new approaches, structured cultural diversity in the capitalist economy and exclusionary. We use the concept of racialism, understanding it as any narrative that classifies the types of people in a racial criterion / Este ensaio discute a tem?tica racial, enfatizando a concep??o racial presente no livro Casa-Grande & Senzala. Neste sentido, discutimos o cen?rio intelectual brasileiro dos anos 1920 e 1930, na perspectiva de assinalar a decad?ncia das an?lises fundamentadas nas vari?veis de ra?a, meio geogr?fico e clima, salientando a acens?o de novas abordagens, estruturadas na diversidade cultural e na economia capitalista excludente. Utilizamos o conceito de racialismo, compreendendo-o como toda e qualquer narrativa que classifica os tipos humanos segundo um crit?rio racial