Educação antirracista no município de São Paulo: análise das experiências pedagógicas na área de educação física escolar

• Ano de defesa: 2019
• Autor(a) principal: Nobrega, Carolina Cristina Dos Santos [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Education; Antiracist Education; Physical Education; Black Identity; Racism; Educação; Educação Antirracista; Educação Física; Identidade Negra; Racismo
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=8008656; https://repositorio.unifesp.br/handle/11600/59957

The object of the study of this research is the pedagogical intervention of Physical Education teachers in the antiracist education perspective. From that moment on, I tried to answer the following question: how have the Physical Education classes contributed to promote antiracist education? To answer this question, it was necessary to develop a bibliographical study about the Physical Education curricular trajectory, the ethnic-racial question, and its historical social conditioning factors, and ethnic-racial relations education, praising the resistance's process and the fight against racism (institutional, symbolic and material) and discrimination. In light of this challenge, I consider the contribution of public educational policies, highlighting the 10.639/2003 law and the 3/2004 statement, which aims to blacken the education, especially in this curricular component. Therefore, the methodological procedure of this research, beyond bibliographical study, was to identify the teachers who develop pedagogical practices in the fight against racism. After that, I organized reflexive and semi-structured interviews with five professionals from the management group (pedagogical coordinators) and six Physical Education teachers, for a total of eleven interviews. Thus, I analyzed the interviews' content highlighting five categories: black identity (according to Neusa Santos Souza); teacher's formation (in the academic field and continued training); ethnic-racial diversity and the curriculum; the teacher and the school; the pedagogy of diversity in Physical Education (pedagogical knowledge about legal documents that bring the ethnic-racial question and about the fight against racism). As a consequence, the results reveal pedagogical actions that look for the ethnic-racial diversity as an orientational axis of the Physical Education curriculum, based on the pedagogy of diversity, which is grounded in the field of the critical theories of education. In this sense, the teachers who were interviewed work in schools that present the Special Project for Action (PEA), and the events that happen in the school, about the ethnic-racial theme, act as the most important spaces of formation for the education of these ethnic-racial relations. In these social institutions, the teachers are not worried, nor engaged or coherent about how to deal with the ethnic-racial question in terms of its pedagogical affirmation yet, although there are pedagogical proposals that consider the ethnic-racial diversity. From the pedagogical coordinators' speech, it is possible to recognize the Physical Education contribution (in the process of resignificance) in this theme, as well as the students' attitude not only during the Physical Education classes but also in other classes and in the school as a whole.