Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Santos, Gilca Ribeiro dos
 |
| Orientador(a): |
Severino, Antonio Joaquim |
| Banca de defesa: |
Severino, Antonio Joaquim,
Almeida, Cleide,
Siquelli, Sônia Aparecida,
Dias, Elaine Dal Mas |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Nove de Julho
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
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| Departamento: |
Educação
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Palavras-chave em Espanhol: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://bibliotecatede.uninove.br/handle/tede/2420
|
Resumo: |
The objective of this work was to analyze the philosophical bases of multiracial pedagogies, developed in Brazil, by groups linked to the Black Movement, in this case, the Multiracial Pedagogy developed in Rio de Janeiro, in the 80s of the 20th century, and the Multiracial and Popular Pedagogy , implemented in the State of Santa Catarina, in the early decades of the 21st century, by the Center for Black Studies (NEN), an entity of the Black Movement, in Florianópolis. The research, of a philosophical and educational nature, takes as sources the documentary collection of the two Movements, the testimonies available from their founders as well as historical and theoretical studies related to ethnic-racial education in Brazil. In this way, we will point out a brief study on how time and history have been defined in the West, in their connection with the construction of the other, especially the other African and the other black; evidencing the temporal and spatial, racialist and racist character of Western philosophy and thought. Therefore, guided by the Afrocentric thinking of Molefe Kete Asante (1980) and Ama Mazama (2009), we criticize the constitution of educational thought in Brazilian educational institutions and the absence of African history content in school curricula. To reinforce this criticism, we assessed how essential colonization was to concretize racism as the foundation of any possibility of protagonism in the African legacy. Our analysis also showed that the Eurocentric model of education implemented in the country aims to deny any epistemic contribution of groups marginalized by history, this denial takes shape with the epistemicide that makes the pedagogical proposal of these movements invisible, keeping them out of the educational scenario. The research indicated that the pedagogical proposal of these movements is based on epistemological and anthropological categories based on an Afro-centered philosophical thought, in order to constitute itself as a path that leads to an anti-racist education. Our analysis also showed the influence of multiculturalism in its critical aspect, committed not only to the recognition of diversity, but to the questioning of unequal power relations that accentuate and produce differences and lead to attitudes of prejudice and exclusion. We point out the importance of the works of Abdias do Nascimento, Molefi Kete Asante, Kabengele Munanga and Peter Mclaren in the elaboration of Multiracial Pedagogy. The choice is justified by the frequency in which they are cited or that their ideas implicitly appear in the researched sources. The expected result is a subsidy for understanding the educational trajectory of the black population in the country and for the construction of emancipatory pedagogies for this population. |
