O silêncio do racismo : dinâmica das relações raciais em uma escola pública de Colíder-MT

Abstract

This dissertation, entitled "The silence of racism: dynamics of racial relations in a public school in Colíder-MT", aimed to understand how the dynamics of racial relations in the school space, the reconfigurations of racism that possibly non-white students in the school universe in which the research subjects. The aim was to analyze the pedagogical practices developed in the teaching unit in relation to Law no. 10.639 / 03 and understand how racism, discrimination and racial prejudice are present in the trajectory of these students. The research had as a locus the André Antônio Maggi State School, belonging to the Municipality of Colíder / MT. Methodologically, it was inserted in the qualitative approach, as proposed by Minayo (2013) and Denzin and Lincon, (2006), using the school ethnographic method, in dialogue with Geertz (2012) and André (2012). The collection instruments used were: participant observation, semi-structured interview and field notebook. The PoliticalPedagogical Project and the School Regiment were also constituted as sources of information. The research collaborators were two pedagogical coordinators, two teachers and ten students. The main theoretical references were supported in Cavalleiro (2015), Costa (2011), Munanga (2013), Osório (2003), Gomes (1995), Guimarães (1991), Gonçalves (1985), Skidmore (1976) among others. The results of the research showed that the dynamics of racial relations in this unit of education is permeated by conflict, although there are moments in which an apparently peaceful relationship between the students and the other education professionals who work there is manifested. It was evident that the professionals of the State School André Antônio Maggi develop pedagogical actions that allow the discussion and the development of activities that aim to work the dynamics of race relations in the school routine. However, it must be considered that such actions happen in a fragmented way; thus, there is a need to advance in a more comprehensive and continuous way on the discussion of the subject of race relations, as determined by the Law of Guidelines and Bases of Education 9.394 / 1996. The research also revealed that although the pedagogical team and some professors deny that in the school environment under study there are no discriminatory and racist practices, the students' narratives show that they occur implicitly and explicitly through of games and nicknames, or even in moments of conflict between groups.