A promoção da equidade racial e a gestão escolar em escolas públicas de ensino médio

• Ano de defesa: 2020
• Autor(a) principal: Bastos, Kenny
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cidade de São Paulo; Brasil; Pós-Graduação; Programa de Pós-Graduação Mestrado em Educação; UNICID
• Palavras-chave em Português: Racismo; Equidade em educação; Administração da educação escolar; Desigualdades socioeducacionais; Escola Pública – Ensino médio; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/2481

This research analyzes the relationship between the promotion of racial equity and school management in high schools. As a theoretical framework, we relied on studies about ethnic-racial relations, in addition to the literature on school management and equity. We interviewed some principals and teachers from two high schools selected in the II Edital Gestão Escolar para a Equidade – Juventude, developed by Baobá - Fund for Racial Equity, between 2016 and 2017, by the Instituto Unibanco and by the Universidade Federal de São Carlos (UFSCar). This announcement was directed to public high schools and private organizations with experience on overcoming racial inequalities, and aims to contribute to the progress and implementation of inspiring school management practices that seek to increase the educational outcomes of black youth in the public high school system. To analyze such interviews, besides the literature review, the content analysis was used as a theoretical framework. The interviews point the role of the school principal as an important person to generate mobilization and mediate conflicts, while his/her low adherence tends to weaken the researched projects. As interviews pointed to the role of the school principal as important to generate mobilization in the school community and mediate conflicts in such actions, while their low adhesion presents fragility to the researched projects. Another point made through data analysis is that the investigation of actions and the training of teachers are determining factors for discussions about race at school.