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Guia cr?tico para docentes sobre os impasses do preconceito (racial) religioso em ambiente p?blico e laico de ensino escolar: choques entre neopentecostalismo e a lei 10.639/03 na educa??o b?sica do Rio de JaneiroSANTIAGO, Nelson Lopes 18 November 2016 (has links)
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Previous issue date: 2016-11-18 / CAPES / This thesis investigates the limits and possibilities in the approach of Afro-Brazilian religions in classroom, in a context of ideological disputes between neo-pentecostal evangelical churches and the organized black movement. The research starts based on the case Lendas de Ex?, a judicial case which took place at Pedro Adami Municipal School, in C?rrego do Ouro, in the mountain region of Maca?, Rio de Janeiro. The methodology chosen was the qualitative one, from the study of this judicial process ? addressed as a meaningful sampling of the tensions between Christians and the curricular demands of law 10.639/03 ?, we intend, through the concept of reproduction by Pierre Bourdieu, to diagnose the recurrences of racial prejudice patterns through religious intolerance, in a context in which the politicization of the black identity is conjuncturally unidimensionalized by biases of ethnicization focused on afro-religious identity references that dispute the school curriculum as a place of right of cultural and political expression of Afrodescendence and social dignity. Once this critical-diagnostic stage has been accomplished, we intend to organize themed topics as a glossary that helps the basic education teacher deal with the curricular effects of the change brought by law 10.639/03. The purpose of this research is the creation of the critical guide for pedagogical support to teachers of the second segment of basic education, which allows the approach of Afro-Brazilian religions in classroom. The choice of the critical guide is based on the empirical finding of the obstacles found in school and the need for didactic material that ease such approach. The body of this research itself will become the critical guide, complemented by a glossary of recurring terms in conflict situations involving disputes between Christians and Afro-Brazilian religions. The hypothesis of this research is that the teaching of history, culture and Afro-Brazilian religions in schools has been hampered both by the Christian fundamentalism in neo- pentecostal version and the one-dimensional essentialist ethnicization of the black identity in Brazil by the bias of afro-religiosity, which has given the tone of the contemporary agenda of policies of political and institutional visibility of the black movement, creating a smokescreen over the singularity and multidimensional complexity of the History of Black people and Racism in Brazil itself, which also composes the critical focus of the potential curricular effects of law 10.639/03. Thus, it will be important that a guide aimed at teachers of public basic education in Rio de Janeiro includes a study of possibilities of law 10.639/03 beyond the two-dimensional approach which limits its practical effects as a result of the tension ?neo- pentecostalism? vs. ?afro-religiosity?, because what is at issue is a historic and ethnical- citizen learning that goes beyond cohabitation or silencing imposed by the force of law. / Esta disserta??o investiga os limites e possibilidades na abordagem das religi?es afro- brasileiras na sala de aula, num contexto de disputas ideol?gicas entre igrejas evang?licas neopentecostais e o movimento negro organizado. A pesquisa parte do epis?dio Lendas de Exu, caso judiciado que teve como palco a Escola Municipal Pedro Adami, em C?rrego do Ouro, regi?o serrana de Maca?-RJ. A metodologia utilizada ? a qualitativa a partir do estudo desse processo judicial ? abordado como amostragem significativa das tens?es dos evang?licos com as demandas curriculares da lei 10.639/03 ?, pretende-se, atrav?s do conceito de reprodu??o de Pierre Bourdieu diagnosticar as recorr?ncias de padr?es de preconceito racial por meio da intoler?ncia religiosa, num contexto no qual a politiza??o da identidade negra encontra-se conjunturalmente unidimensionalizada por vieses de etniciza??o focadas em refer?ncias identit?rias afrorreligiosas que disputam o curr?culo escolar como lugar de direito de express?o cultural e pol?tica de afrodescend?ncia e de dignidade social. Cumprida essa etapa cr?tico-diagn?stica, pretende-se organizar t?picos tem?ticos em forma de gloss?rio que auxiliem o docente da educa??o b?sica a lidar com os efeitos curriculares das mudan?as trazidas pela lei 10.639/03. A dimens?o propositiva dessa pesquisa consiste na constru??o do guia cr?tico para apoio pedag?gico ao professor do segundo segmento do ensino fundamental que permita abordar as religi?es afro-brasileiras na sala de aula. A escolha do guia cr?tico parte da constata??o emp?rica dos entraves encontrados na escola e a necessidade de material did?tico que facilite tal abordagem. O pr?prio corpo da disserta??o tornar-se-? o guia cr?tico, complementado com um gloss?rio de termos recorrentes em epis?dios de conflitos envolvendo disputas entre os evang?licos e as religi?es afro-brasileiras. A hip?tese dessa pesquisa ? que, o ensino de hist?ria, cultura e religi?es afro-brasileiras nas escolas tem sido dificultado tanto pelo fundamentalismo crist?o em vers?o neopentecostal quanto pela etniciza??o essencialista unidimensional da identidade negra no Brasil pelo vi?s da afrorreligiosidade, que tem dado a t?nica da agenda contempor?nea das pol?ticas de visibilidade pol?tica e institucional do movimento negro, criando cortina de fuma?a sobre a pr?pria singularidade e complexidade multidimensional da Hist?ria do Negro e do Racismo no Brasil, que tamb?m comp?e o foco cr?tico dos potenciais efeitos curriculares da lei 10.639/03. Assim, ser? importante que um guia voltado ao docente do ensino b?sico p?blico do Rio de Janeiro abarque um estudo das possibilidades da lei 10.639/03 para al?m do enfoque bidimensional que restringe os seus efeitos pr?ticos em decorr?ncia da tens?o ?neopentecostalismo? vs. ?afro-religiosidade?, pois o que est? em quest?o ? um aprendizado hist?rico e ?tico-cidad?o que v? al?m de uma coabita??o ou silenciamento imposto por for?a da lei.
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