“Passa batido, mas não despercebido” : o deslocamento da branquitude no contexto da educação antirracista

• Ano de defesa: 2022
• Autor(a) principal: Evangelista, Débora Cristina Schmidt
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Branquitude; Relações raciais; Educação antirracista; Cuiabá-MT; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Whiteness; Race relations; Anti racist education
• Link de acesso: http://ri.ufmt.br/handle/1/4324

The object of the research is based on the understanding of the role of whiteness within the school environment. This understanding made it possible to answer our question about how white people inserted in the school environment can contribute, even recognizing or not their whiteness and racial privileges, to the transformation of social, through overcoming and/or ending racism. The main objective of this research is to understand how white people in the school, both professionals and students, are aware of their whiteness and the relationship of this to the effectiveness or not of anti-racist education. For this, we looking for: a) to analyze how white teachers and white teachers at the school perceive and deal with their racial privileges in the context of ethnic-racial relations; b) to describe how racial relations develop in the school environment, both among white professionals and among black and white students, considering the role of whiteness in these relations; c) to analyze how the implementation of Law n.º 10.639/2003 occurs and the development of its actions within the school, from the analysis of the role of white professionals in this process; and d) to understand how school curricula (formal, practices and thoughts) dialogue with whiteness and/or anti-racist education. From a theoretical point of view, we rely mainly on studies of race relations, from some authors such as: Azevedo (1987), Domingues (2019), Freyre (2006), Hasenbalg (2005) and Paixão (2014). Discussions on the concept of race were given by Banton (2010), Black (2003) Guimarães (2009; 2012), Schwarcz (1993) and Todorov (1993). About the theories of whiteness, we use Cardoso (2017 and 2020), Frankemberg (2004), Piza (2014), Schucman (2020) and Silva (2017). About whiteness in the school environment, we used Cavalleiro (2001) and Freire (2020), among others. As Methodological Procedures, the following research instruments were used: the semi-structured interview and the analysis of documents. The research locus was in the public school of basic education in Cuiabá-MT. The subjects were professionals, mostly white, but there was also the participation of black professionals; white students, as well as black students. From this context, mainly based on the research data, we consider that white people, both in the school environment and outside it, can perceive their racial privileges, but this is no guarantee that they do not reproduce racial hierarchies. We realize that within the school environment the relationship between white people and black people tends to reproduce the social dynamics, that is, how society develops and how it organizes itself within the scope of racial inequalities and the maintenance of the advantages arising from the privilege of race, still treated as epiphenomena, making the debate about racism and the silencing of issues about race and whiteness invisible. Based on these, we were able to identify that there is still a reluctance regarding the implementation of the contents referring to law 10.639/2003, and that school curricula (formal, practices and thoughts) still dialogue with whiteness, through a discourse maintained to function as a universal norm of subject. Thus, we were able to prove how white people, especially professionals from school units, tend to maintain the forms of power of whiteness in the school space and their racial privileges in symbolic, material/economic and psychological dimensions.