Name: EDUARDO DA SILVA ARAUJO
Publication date: 26/07/2021
Advisor:
Name |
Role |
|---|---|
| DEBORA CRISTINA DE ARAUJO | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| DEBORA CRISTINA DE ARAUJO | Advisor * |
| GUSTAVO HENRIQUE ARAUJO FORDE | External Examiner * |
| ROSEMEIRE DOS SANTOS BRITO | Internal Examiner * |
Summary: This research thematizes the set of concepts that constitute the Diaspora Literacy, elaborated by Joyce E. King (1992; 2006), and its potential for education in the city of Serra-ES. Despite positive and isolated actions for the implementation of Law 10.639/2003, obstacles were identified that involve several nuances of structural racism, whether on issues of a religious or institutional nature. And many of these situations occurred in discourses disguised as neutrality and impartiality. Despite being often camouflaged in discourses of neutrality and impartiality, these ideas are crystallized in educational system. Thus, it is possible to observe that this educational model, permeated by so many traces of racism, contributes to a process of marginalization and alienation of black students as the system constantly rejects the cultural and historical heritage of African descendants and presents them in impoverished and stereotyped ways. This stigma reinforces the inferior views, commonly disseminated in the Brazilian society, also in the school environment. Thus, the factors mentioned contribute to the miseducation of these black students, by interfering in the construction of the feeling of positive racial belonging, as well as reinforcing feelings of superiority in non-black students. Therefore, with these findings, the question that mobilizes this research is: based on Diaspora Literacy, is it possible to propose a pedagogical alternative that overcomes this process of miseducation? Therefore, the methodology used was qualitative research using as instruments document analysis from the records of the Coordination of Ethnic-Racial Studies of SEDU/Serra, interviews, structured questionnaires and experience reports. The theoretical framework used was composed by the works of Joyce King (1991, 1992, 2006, 2017), Carter G. Woodson (1933) presenting the American context, in connection with the national theoretical production of the ethnic-racial theme with the contributions of Nilma Lino Gomes (2017), Kabengele Munanga (2016), Eliane Cavalleiro (2000; 2001). In addition to the emancipatory educational perspective of Paulo Freire (1977, 2019) and bell hooks (2017, 2019). Another contribution used as a basis for the research were elements of rap and hip-hop culture that established a link with the knowledge produced on the streets and communities. Among the results obtained in the research, it was possible to verify that, despite Law n° 10.639/2003 being in force for a long time, its implementation still finds obstacles in the municipal education network of Serra. Thus, we understand that Diaspora Literacy, in dialogue with theoretical contributions that take into account the specificities of the Brazilian context, can be a useful instrument in the exercise of changing the mentality and prejudice in the educational field, both in the municipality of Serra and in other locations with similar characteristics. Another result of the research was the development of an educational product containing reflections on racism in Brazil, anti-racist practices in education and references to literature, films, documentaries and lectures that present views on the racial issue, for classroom use or for personal knowledge.
