(In) visibilidade negra: representação social de professores acerca das relações raciais no currículo escolar do Ensino Fundamental em Ananindeua (PA)

• Ano de defesa: 2009
• Autor(a) principal: SANTOS, Raquel Amorim dos
• Orientador(a): COELHO, Wilma de Nazaré Baía
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Pará
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Instituto de Ciências da Educação
• País: Brasil
• Palavras-chave em Português: Ensino fundamental; Amazônia brasileira; Relações interétnicas; Currículo; Ananindeua - PA; Formação de professores; Pará - Estado
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: http://www.repositorio.ufpa.br:8080/jspui/handle/2011/2132

The Social and Racial Relations Representation is the thematic of this study. It analyzes the social representation of teachers about the racial relations in the school résumé of the basic education. This research based on the theoretical and methodological reference in <oscovici (1978) and Jodelet (2001), Gomes (1995, 2006), Coelho (2006) and Silva (2006), to analyze the social representation, with the first and the others about racial relation and formation. The research is descriptive and it was used as data collect instrument: official documents, questionnaire and focal groups and among them six teachers taught in basic education in 2008. The results of the study show that teachers have knowledge of racial relations, believe the racial relation in Brazil and everybody are equal: white, black and Indian. Infer that racial prejudice appears to be of tacit form, in Brazilian society, which contributes to the dissemination and ratification of the prejudice and discrimination in various social sectors even in school. We bounce as conclusive approaches that the initial and continued formation of teachers represents a crucial moment to the formulation of a Pedagogy that works with the culture diversity. The absent of this formation can disable the subversion of discriminatory and stereotypies crystallized practice, in relation to black people in school and in theirs didactic-pedagogic instruments.