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Previous issue date: 2016-02-03 / This research Jo?o da Cruz e Sousa and other narratives about Brazilian racism is linked to the teacher's research project Jose Valter Pereira ?Race Relations in Schools and professor of Teacher Training. Starting from the life and work of Jo?o da Cruz e Sousa, we try to discuss how some issues raised by him in the late nineteenth century, still can help us reflect on the ethnic-racial relations in Brazilian society. This research aimed to compare my story, the narrative of my students, considered here as a collective subject, and the story of the poet Jo?o da Cruz e Sousa. The interweaving of narratives mentioned, despite the spatio-temporal difference that separates them, sought the possible dialogues that can help us to think how racism still holds and updates daily at school? How prejudice, racism and discrimination are materialized in the production of inequalities within the school environment? How prejudice, racism and discrimination are materialized in the production of inequalities within the school environment? Thus, this study dialogue with authors such as Muniz Sodre (2000; 2010), Kabengele Munanga (2006), Nilma Lino Gomes (2003; 2012), Frantz Fanon (2008) and other scholars in the field of ethnic-racial relations, articulating them with studies of Modernity/Coloniality Group (2007; 2008), Hanna Arendt (2007) also helped us develop some issues with the concepts of "public space" and "appearance". To connect the narratives we rely on the research of Joseph Valter Pereira (2000, 2006 and 2010), Jorge Larrosa (1994; 2014), Walter Benjamin (1985), Leonor Arfuch (2010) and also Luciano Bedin da Costa (2010). About the life and work of the poet, we consulted bibliographical studies, documents such as newspapers, magazines literary critic of the late nineteenth century etc, that somehow relate to the researched problem. As narratives of the students we consider the set of texts and conversations that took place within the school environment from activities or situations involving ethnic-racial relations. Furthermore, we assume here the political challenge of exercising an essay written in order to problematize the hegemonic aesthetic as the only way in knowledge production. / A presente pesquisa, Jo?o da Cruz e Sousa e outras narrativas sobre o racismo brasileiro, est? vinculada ao Projeto de Pesquisa Rela??es Raciais nas Escolas e Forma??o de Professores do professor Jos? Valter Pereira. Partindo da vida e obra de Jo?o da Cruz e Sousa, tentamos problematizar como algumas quest?es suscitadas por ele, no final s?culo XIX, ainda podem nos ajudar a refletir sobre as rela??es ?tnico-raciais na sociedade brasileira. Esta investiga??o tencionou entramar a minha hist?ria, as narrativas dos meus alunos, considerados aqui como sujeito coletivo, e a hist?ria do poeta Jo?o da Cruz e Sousa. No enredamento das narrativas mencionadas, apesar da diferen?a espa?o-temporal que as separa, buscamos os poss?veis di?logos que possam nos ajudar a pensar como o racismo ainda se mant?m e se atualiza no cotidiano da escola? De que forma o preconceito, o racismo e a discrimina??o se materializam na produ??o de desigualdades dentro do ambiente escolar? Desta forma, este estudo dialogou com autores como Muniz Sodr?(2000;2010), Kabengele Munanga(2006), Nilma Lino Gomes(2003;2012), Frantz Fanon(2008), entre outros estudiosos do campo das rela??es ?tnico-raciais, articulando-os com os estudos do Grupo Modernidade/Colonialidade(2007;2008).Hanna Arendt(2007) tamb?m nos ajudou a desenvolver algumas quest?es com os conceitos de apar?ncia e espa?o p?blico. Para entramar as narrativas em quest?o nos apoiamos em Jos? Valter Pereira (2000;2006 e 2010), Jorge Larrosa(1994; 2014), Walter Benjamin(1985), Leonor Arfuch (2010) e tamb?m Luciano Bedin da Costa(2010) . Sobre a vida e a obra do poeta, consultamos estudos bibliogr?ficos, documentos como jornais, revistas de cr?tica liter?ria do final do s?culo XIX etc., que, de alguma forma, relacionam-se com o problema pesquisado. Como narrativa dos alunos, consideramos o conjunto de textos e conversas que aconteceram dentro do espa?otempo escolar a partir de atividades ou situa??es que envolveram rela??es ?tnico-raciais. Al?m disso, assumimos aqui o desafio pol?tico de exercitar uma escrita ensa?stica a fim de problematizar a est?tica hegem?nica como caminho ?nico na produ??o do conhecimento.
| Identifer | oai:union.ndltd.org:IBICT/oai:localhost:jspui/1292 |
| Date | 03 February 2016 |
| Creators | SANTOS, Adilson Alves |
| Contributors | Pereira, Jos? Valter, Cupolillo, Amparo Villa, Passos, Mailsa Carla |
| Publisher | Universidade Federal Rural do Rio de Janeiro, Programa de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas Populares, UFRRJ, Brasil, Instituto de Educa??o|Instituto Multidisciplinar de Nova Igua?u |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | Portuguese |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UFRRJ, instname:Universidade Federal Rural do Rio de Janeiro, instacron:UFRRJ |
| Rights | info:eu-repo/semantics/openAccess |
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