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

[pt] Esta pesquisa pretende analisar qual o papel do negro na obra do intelectual Sílvio Romero. A análise, terá como base as obras A literatura brasileira e a crítica moderna (1880), A história da Literatura Brasileira (1888), Martins Penna: ensaio crítico (1901) e Brasil Social e outros estudos sociológicos (2001) nas quais o autor mobiliza um repertório racialista para se pensar a composição racial na identidade nacional. Acreditando na existência de uma lacuna no entendimento de como o intelectual sergipano pensa a população negra, se introduz essa questão em um contexto marcado pela ação da Geração de 1870 que elaborava uma cultura capaz de renovar mentalidades daquela contemporaneidade através dos ideais cientificistas caracterizados como sendo verdades absolutas, agindo em contraposição aos pilares imperiais que seriam representados como símbolos do atraso. Para realizar esse processo, a ação intelectual romeriana é dividida em três fases: crítica radical, crítica equilibrada e pessimismo, escolhendo obras que representassem essas fases e que trouxessem respostas para a seguinte pergunta: qual o papel do negro na obra de Sílvio Romero? / [en] This research intends to analyze the role of black people in the work of the intellectual Sílvio Romero. The analysis will be based in the works: A literature brasileira e a crítica moderna (1880), A história da Literatura Brasileira (1888), Martins Penna: ensaio crítico (1901) e Brasil Social e outros estudos sociológicos (2001) which the author mobilizes a racialist repertoire to think about racial composition in national identity. Believing in the existence of a gap in the understanding of how the Sergipe intellectual thinks about the black population, we will introduce this issue in a context marked by the action of the Generation of 1870, which elaborated a culture capable of renewing mentalities of that contemporaneity through the scientistic ideals characterized as being absolute truths, acting in opposition to the imperial pillars that would be represented as symbols of backwardness. To carry out this process, we divided the author intellectual action into three phases: radical criticism, balanced criticism and pessimism, choosing works that represent these phases and that bring answers to the following question: what is the role of black people in the work of Sílvio Romero?

There is a tendency in education theory to place the focus on the consequences of racial hegemony (racism, Eurocentric education, low performance by racial minorities) and ignore that race is antecedent to these consequences. This dissertation explores the treatment of race within critical theory in education. I conduct a metaphysical analysis to examine the race concept as it emerges from the works of various critical theorists in education. This examination shows how some scholars affirm the scientifically discredited race concept by offering racial essentialist approaches for emancipatory education. I argue that one of consequences of these approaches is the further tightening of racial constraints on the student’s personal autonomy. This mandates that critical theorists gain a deeper understanding of race as a problem, conceptually, epistemically, ideologically, and existentially. I argue that critical theorists of education draw from work conducted in the philosophy of race by theorists such as K. Anthony Appiah, Jorge Gracia, Charles Mills, and Naomi Zack to gain insights on the metaphysics of race to better inform theory and praxis. I further recommend the creation of a critical philosophy of race in education to address and combat race as a problem and its consequences. I contend that the groundwork for philosophy of race in education must entail strategies that encourage and assist theorists and teachers to move toward the elimination of the race in society, while utilizing race only as heuristic tool to address its consequences. Additionally, I argue that a philosophy of race in education must advocate for an education for autonomy as a means to racial liberation for students.