O branco e a educação: a construção de motivos para uma atividade pedagógica antirracista
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Data
2022-08-26
Autores
Faria, Bruno Augusto da Silva
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem como objetivo analisar a construção de motivos de uma atividade pedagógica antirracista de professoras/es brancas/es de escolas públicas municipais de uma cidade do interior de São Paulo. Fundamenta-se teoricamente na articulação entre a Pedagogia Histórico-Crítica e a Psicologia Histórico-Cultural, referenciais que defendem que o objetivo geral da educação é garantir a apropriação da cultura humana, cultura humana entendida como a riqueza material e intelectual de todo o gênero humano. No entanto, ao estudarmos a história da ciência e da construção do que se nomeia como cultura humana, encontramos o racismo epistemológico, processo no qual ignora-se as contribuições de povos e culturas não brancas na construção de conhecimento. Outra dimensão do racismo está nas relações escolares, diversas pesquisas têm denunciado a discriminação que estudantes negras/os sofrem no contexto escolar, seja de outras/os estudantes ou de professoras/es. (DOS SANTOS CAVALLEIRO, 2001; SILVA JR., 2002; CARVALHO, 2004; ONOFRE, 2008; DA SILVA, 2011; ALMEIDA, 2013). O racismo está estruturado de forma dialógica, se por um lado há a inferiorização do negro, por outro há a sobreposição e exaltação do sujeito branco. Portanto, não podemos tomar o racismo como um “problema do negro”, o branco tem papel ativo na manutenção e alimentação deste sistema mesmo que não reconheça sua identidade racial, marcada pelo silenciamento e apagamento de si própria e do racismo (BENTO, 2002; CARDOSO, 2010; JESUS, 2012). Diante desse cenário, intensifica-se o desafio de garantir a universalidade do acesso à educação e a construção de uma escola justa, democrática e inclusiva. Compreendendo o motivo de uma atividade como o encontro objeto-necessidade (LEONTIEV, 1978). em termos metodológicos, foram utilizados as seguintes estratégias [1] um curso de formação continuada concreta (SANTOS, 2020) proposto para o sistema de ensino municipal e [2] entrevistas com quatro cursistas sobre os impactos do curso, o processo de motivação para uma prática antirracista e as reflexões da identidade branca e do racismo na educação. Os dados apreendidos nas tarefas e atividades do curso, somadas às transcrições das entrevistas gravadas em áudio foram organizados e categorizados sistematicamente em quadros e esquemas conceituais e compuseram a análise até chegarmos na síntese de que a motivação de pessoas brancas para uma atividade antirracista se dá a partir do momento em que o processo de compreender e sentir a necessidade de combater o racismo se encontra concretamente com ações sistematizadas que caminham no sentido de promover a transformação das relações raciais. O encontro dessa necessidade com o objeto - a transformação das relações raciais a fim de atingir o fim do racismo - em um sistema de ações, permite a construção de motivos de uma atividade antirracista.
This research aims to analyze the construction of motives of an anti-racist pedagogical activity of white teachers/es from municipal public schools in a city in the interior of São Paulo. It is theoretically based on the articulation between Historical-Critical Pedagogy and Historical-Cultural Psychology, references that defend that the general objective of education is to guarantee the appropriation of human culture, human culture understood as the material and intellectual wealth of all genres”. human. However, when we study the history of science and the construction of what is called human culture, we find epistemological racism, a process in which the contributions of non-white peoples and cultures in the construction of knowledge are ignored. Another dimension of racism is in school relationships, several studies have denounced the discrimination that black students suffer in the school context, whether from other students or teachers. (DOS SANTOS CAVALLEIRO, 2001, SILVA JR., 2002, CARVALHO, 2004, ONOFRE, 2008, DA SILVA,, 2011, ALMEIDA, 2013). Racism is structured in a dialogic way, if on the one hand there is the inferiorization of the black, on the other there is the overlap and exaltation of the white subject. Therefore, we cannot take racism as a “black problem”, white people have an active role in maintaining and feeding this system even if they do not recognize their racial identity, marked by the silencing and erasure of themselves and racism (BENTO, 2002, CARDOSO, 2010, JESUS, 2012). Given this scenario, the challenge of guaranteeing universal access to education and the construction of a fair, democratic and inclusive school is intensified. Understanding the motive of an activity as the object-need encounter (LEONTIEV, 1978). in methodological terms, the following strategies were used [1] a concrete continuing education course (SANTOS, 2020) proposed for the municipal education system and [2] interviews with four course participants about the impacts of the course, the motivation process for a anti-racist practice and reflections on white identity and racism in education. The data captured in the tasks and activities of the course, added to the transcripts of the interviews recorded in audio, were systematically organized and categorized into conceptual frameworks and schemes and composed the analysis until we reached the synthesis that the motivation of white people for an anti-racist activity is given to from the moment in which the process of understanding and feeling the need to combat racism is concretely met with systematized actions that move towards promoting the transformation of racial relations. The meeting of this need with the object - the transformation of racial relations in order to reach the end of racism - in a system of actions, allows the construction of reasons for an anti-racist activity.
This research aims to analyze the construction of motives of an anti-racist pedagogical activity of white teachers/es from municipal public schools in a city in the interior of São Paulo. It is theoretically based on the articulation between Historical-Critical Pedagogy and Historical-Cultural Psychology, references that defend that the general objective of education is to guarantee the appropriation of human culture, human culture understood as the material and intellectual wealth of all genres”. human. However, when we study the history of science and the construction of what is called human culture, we find epistemological racism, a process in which the contributions of non-white peoples and cultures in the construction of knowledge are ignored. Another dimension of racism is in school relationships, several studies have denounced the discrimination that black students suffer in the school context, whether from other students or teachers. (DOS SANTOS CAVALLEIRO, 2001, SILVA JR., 2002, CARVALHO, 2004, ONOFRE, 2008, DA SILVA,, 2011, ALMEIDA, 2013). Racism is structured in a dialogic way, if on the one hand there is the inferiorization of the black, on the other there is the overlap and exaltation of the white subject. Therefore, we cannot take racism as a “black problem”, white people have an active role in maintaining and feeding this system even if they do not recognize their racial identity, marked by the silencing and erasure of themselves and racism (BENTO, 2002, CARDOSO, 2010, JESUS, 2012). Given this scenario, the challenge of guaranteeing universal access to education and the construction of a fair, democratic and inclusive school is intensified. Understanding the motive of an activity as the object-need encounter (LEONTIEV, 1978). in methodological terms, the following strategies were used [1] a concrete continuing education course (SANTOS, 2020) proposed for the municipal education system and [2] interviews with four course participants about the impacts of the course, the motivation process for a anti-racist practice and reflections on white identity and racism in education. The data captured in the tasks and activities of the course, added to the transcripts of the interviews recorded in audio, were systematically organized and categorized into conceptual frameworks and schemes and composed the analysis until we reached the synthesis that the motivation of white people for an anti-racist activity is given to from the moment in which the process of understanding and feeling the need to combat racism is concretely met with systematized actions that move towards promoting the transformation of racial relations. The meeting of this need with the object - the transformation of racial relations in order to reach the end of racism - in a system of actions, allows the construction of reasons for an anti-racist activity.
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Palavras-chave
Racismo, Educação, Branquitude, Relações raciais, Formação continuada, Antirracismo, Whiteness, White studies