O objetivo desta dissertação é analisar os diálogos e disputas travadas por Darcy Ribeiro para compreender a sua atuação como Senador. O trabalho foi baseado na compreensão de que as ações de Darcy Ribeiro estavam inseridas em um contexto sócio-histórico específico, concebido de modo ampliado e considerando aspectos como valores e temas em disputa na época. Inicialmente, foi construído um quadro de referência do contexto, abrangendo o período de 1990, ano da candidatura de Darcy Ribeiro ao Senado, até 1997, ano da sua morte. A partir desta interpretação, operou-se a análise do recorte do corpus empírico, compreendido por alguns discursos e apartes proferidos pelo Senador no Plenário, textos da Revista Carta – Falas, Reflexões, Memórias publicada pelo seu Gabinete, material de campanha eleitoral e artigos veiculados na imprensa. As ideias e projetos de Ribeiro analisados na dissertação demonstram a atualidade e permanência de suas realizações. O trabalho foi um resgate inacabado sobre a atuação de Darcy Ribeiro no Senado Federal e necessita ser aprofundado. Do mesmo modo, a abordagem teórico-metodológica da presente dissertação, que aproxima o referencial da Hermenêutica da Profundidade ao Contextualismo Linguístico, precisa ser debatida e aperfeiçoada, restando como sugestão para estudos futuros. / The objective of this dissertation is to analyze conversations and disputes that took place by Darcy Ribeiro to better understand his role as Senator. The work was based on the assumption that the actions of Darcy Ribeiro were part in a specific socio-historical context, conceived as a whole and considering aspects such as values and issues in dispute at the time. Initially, we built a framework of context, covering the year of 1990, Darcy's candidacy for the Senate, until 1997, the year of his death. From this interpretation, it was operated the analysis of trimming the empirical corpus, comprised of some speeches and interventions delivered by Senator the Plenary, texts of the magazine Carta – Falas, Reflexões, Memórias published by his office, campaign material and articles published in press. The Ribeiro´s ideas and projects discussed in this dissertation demonstrate the relevance and permanence of his achievements. The on-going work was a rescue on the performance of Darcy in the Senate and needs to be deepened. Similarly, the theoretical and methodological framework of this dissertation, which approximates the reference Hermeneutics of the Depth and Linguistic Contextualism, must be debated and refined, remaining as future research.

This dissertation investigated the development of stereotypes surrounding public school children in Brazil, primarily focusing on poor students of Afro descent. It explored how these stereotypes have influenced education policymaking and examined the efforts of Darcy Ribeiro and Paulo Freire to challenge these prevailing notions. Employing archival research to trace the historical creation of stereotypes about Black Brazilians from impoverished backgrounds since the country's declaration of independence, the study delved into historical accounts and perspectives offered by various political actors—policymakers, educators, families, and society in general. The aim was to understand how ideas and images about poor and Black students have been constructed and impacted the education policy process in the country. The findings revealed that historically, governing elites associated vulnerable populations with societal problems such as crime, diseases, and idleness. Consequently, different policies were designed and implemented, predominantly proposing work as a solution to restrain Black and poor populations. For children, schools emerged as spaces where they should be disciplined and tailored to meet the needs of the workforce. To understand the historical construction of these stereotypes, I conducted interviews with education stakeholders to assess the persistence of these ideas and the efforts schools make, or fail to make, to counteract the influence of negative social constructions on public school students. The research also delved into Ribeiro’s and Freire’s perspectives on public education—how they attempted to translate their theories into practice, and the complexities encountered during the design and implementation of their policies in the state of Rio de Janeiro and the city of São Paulo, respectively. This occurred during a pivotal period: the redemocratization of Brazil. As influential figures in policymaking, they faced resistance from those adhering to traditional narratives reinforcing stereotypes. Archival research and interviews with individuals who worked with Ribeiro and Freire in the design and implementation of their policies were central to understanding the challenges they faced in attempting to transform public schools in Brazil. The findings underscore the intricate connections among historical narratives, policy formulation, and the persistent endeavor to reshape the educational landscape for marginalized communities in Brazil. This research contributes to unraveling the dynamics of challenging stereotypes in education and delves into the transformative potential inherent in policy interventions. By focusing on Brazilians who are most reliant on public policies, the study not only informs the academic discourse but also provides insights for policies that can meaningfully impact the lives of those historically underserved.