Identidade etnicorracial: dizeres que velam, silêncios que denunciam

• Ano de defesa: 2020
• Autor(a) principal: Silva, Eulia Rejane
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Estudos Linguísticos
• Palavras-chave em Português: Educação Infantil; Leis nº 10639/2003 e 11645/2008; Identificação; Silêncio; Sentido; Linguística; Pre-school; Laws 10639/2003 and 11645/2008; Silence; Sense; CNPQ::LINGUISTICA, LETRAS E ARTES; Educação infantil; Conscientização racial em crianças
• Link de acesso: https://repositorio.ufu.br/handle/123456789/31104; http://doi.org/10.14393/ufu.te.2020.575

This thesis aims at analysing linguistic-discursive practice to verify how interdiscursivity about ethnic-racial relations can incide at a child’s teacher subjetivation process. Theoretically and methodologically the analysis was supported by concepts of Discourse Analyses (AD) affiliated to Pêcheux's theory and contributions by researchers of childhood and racial themes. Conceptions such as interdiscourse, discoursive formations, subject, identification, discursive event and silence are used to interpret clues to the subjective processes during her constitution as a subject-teacher. The specific goals are: (i) to discuss teacher's sayings in in a municipal pre-school to verify discursivities about ethnic-racial education; (ii) investigate how the speeches enunciated in the laws 10.639/2003 and 11.648/2008 can evidence processes of (des)identification with the racial theme. In order to compose the corpus of the research, classes giving by one teacher because we assuming the classroom as a discursive instance in which knowledge is being recreated. In this way, we assume the subject being constituted by the flaw, for the nonpossibility to say everything, that can be known in linguistic materiality. Two discursive crossings were noticed constituting the teacher. The first comes from the official documents (guidelines and laws) that support the school’s pedagogical proposal. The second results from specific formation on race issues. Results have shown that the initial hypothesis about the effects of laws about African and Afro-Brazilian history and culture can be verified in the schools’ PPP causing changes in pedagogical practices. Teacher suffered and established subjectivities during her constitution in the racial theme under the influence of these documents. She assumes Education of Racial and Ethnic Relation (ERER) and her discursivizations gain relevance because they make it possible to reflect on values, ideas and conceptions that have been built since childhood. KEY