Ações para implementação da lei 10.639/03: a (des)consideração da identidade híbrida do negro contemporâneo

• Ano de defesa: 2017
• Autor(a) principal: Nascimento, Juciene Silva de Sousa
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação das relações étnico-raciais; Identidade híbrida; Negro brasileiro; Negros - Brasil; Negros - Identidade racial; Relações étnicas - Educação; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8535

This research has as main objective to investigate, from the texts of researchers aligned with programs and actions implemented by the Ethnic and Racial Relations Education policy since 2003, with the publication of Law 10.639 / 2003, conceptions of black identity that come in order to analyze whether there is a lack of consideration of the diversity of conceptions of black identities and the reaffirmation of others that allow the school to distance itself from the recognition of a hybrid identity of the Brazilian Negro. To conduct the research, we opted for the qualitative approach and the contours of Documentary Research, through the analysis of publications and research for training and guidance of education professionals on the theme of Ethnic-Racial Relations Education. The theoretical framework consists of authors such as Bhabha (2010, 2013) and Hall (2006, 2013), who have helped us with the basic categorical conceptions of the subject, whose specificities involve identity and representation, which were anchor for discussing identities and the representations of the Negro, as well as the process of hybridism and agency; Burke (2005) and Chartier (2002), who try to discuss the notions of culture and its forms of representation; Mikhail Bakthtin (2014,2015) through the issues of Literature, aesthetics and narrative representation; Rodrigues (2006), García (2003), Moehlecke (2016), Oliveira (2003), Silva (2007) and Barros (2013), discuss the relationship between education and diversity. We consider that there are a diversity of conceptions of black identity in the Brazilian context, and that some materializations of the actions of the policy for ethnicracial education implemented still disregard this diversity, reaffirming identity conceptions that make the formative processes in the school distant from the recognition of a the hybrid identity of the Brazilian black participant in the historical history of the society to which he belongs. We consider here that the actions promoted by the public policies for Education of EthnicRacial Relations have contributed to legitimize certain black identities and silence others, showing mismatches with the diversity of ethnic-racial processes of the Brazilian Negro.