Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Santos, Anne Caroline Nardi dos |
| Orientador(a): |
Mafra, Jason Ferreira |
| Banca de defesa: |
Mafra, Jason Ferreira,
Francisco, Marcos Vinicius,
Teixeira, Rosiley Aparecida,
Coelho, Edgar Pereira,
Baptista, Ana Maria Haddad |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Nove de Julho
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação Profissional em Gestão e Práticas Educacionais
|
| Departamento: |
Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Palavras-chave em Espanhol: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://bibliotecatede.uninove.br/handle/tede/2046
|
Resumo: |
This study has as object of research the process of constructing the identities of black girls in the school of basic education in Brazil. The following questions were directed to the investigation: In the contexts studied, how does the school contribute to the development of the identities of black girls? Does the school promote discussions and training in relation to human diversity, especially racial diversity? The research universe, besides examining bibliographical sources related to ethnic-racial themes (theses, dissertations, articles and books), was empirically limited to representations of five black women of different age groups and educational, academic and professional trajectories about their school experiences related to the identity constitution. Characterized as a qualitative research, through a semi-structured interviews, the study was theoretically based on authors who have performed critical approaches on educational and ethnic-racial issues, particularly those related to black people. The theoretical reference of this research unfolded in two dimensions. The first one, related to the field of education, was based on the Freires idea, operating especially from the categories of awareness and empowerment. The second, centered on the identitary and ethnic-racial discussions, especially the notions of black consciousness, social markers and identity. This research revealed that, in the context studied, the school did not contribute to the processes of assumption and emancipation of the identities of the black girls, on the contrary, in reproducing the sexist and racist ideas, it made these processes difficult. This can be noticed, among other aspects, by observing that the processes of awareness about the identity issues of the interviews occurred in environments other than school life. Moreover, absence of personalities and black figures of reference in the school "naturalize" the invisibility of ethnic-racial diversity and hide the protagonism of the black ethnic group, subalternizing it. In view of this framework, and as a proposal for pedagogical intervention in this reality, the final part of this paper proposes a "Guide to the principles for the formation of the emancipating identity of black girls in basic education". |
