O negro nas fimbrias da localidade: reflexões a propósito da educação para as relações étnico-raciais em São José do Rio Preto (SP)
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Data
2019-02-27
Autores
Pereira, Daniele da Cunha
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Universidade Estadual Paulista (Unesp)
Resumo
As lutas dos movimentos sociais negros, as ações e atos mundiais pró educação antirracista influenciaram a elaboração e a revisão de legislação nacional voltada à Educação para as Relações Étnico-Raciais. Os debates suscitaram reflexões e mudanças na legislação educacional. Em 2003 foi sancionada a Lei n°10.639, em conformidade com reivindicação do Movimento Negro desde 1950, que alterou a redação da Lei de Diretrizes e Bases da Educação Nacional (Lei 9.394/1996), de forma a tornar obrigatória a inclusão oficial do Ensino de História e Culturas Africana e Afro-Brasileira no currículo. A promulgação desta Lei foi resultado de incansáveis lutas, travadas ao longo de árduo processo histórico e político, entretanto, ainda há que se lutar pela efetivação dessa lei no cotidiano escolar, pois nota-se no cotidiano das escolas ainda relações repletas de preconceitos, discriminação em relação ao negro e a ausência de expressões africanas na constituição da cultura nacional. Neste sentido, propomos nesta pesquisa traçar entendimento da visão de mundo existente a respeito de temas como: “preconceito e discriminação racial”, “posição do negro na sociedade brasileira” e as “Legislações Educacionais envolvendo Africanidades” junto a narrativas históricas/oficiais, memorialísticas e artísticas envolvendo São José do Rio Preto/SP, bem como questionários produzidos pela Rede Pública Municipal de Ensino de São José do Rio Preto/SP. A pesquisa apresentou abordagem qualitativa, natureza aplicada e buscou conciliar exploração, descrição e explicação, valendo-se, para isso de investigações bibliográficas e documentais de primeira mão. O processo investigativo possibilitou depreender que as narrativas consideradas oficiais são regidas e transversalizadas por visão de mundo que corrobora para o apagamento e a invizibilização dos negros nesse município, ao passo que determinadas narrativas consideradas independentes marcam categoricamente a presença negra nas esferas rurais e urbanas, evidenciando a efetiva participação dos negros na construção e no desenvolvimento local. A análise dos questionários produzidos pela rede municipal de ensino evidenciou o quanto a temática de Africanidades está silenciada/apagada entre os profissionais da educação. Contudo, tal análise igualmente possibilitou reflexão sobre a importância de pensar processos de formação continuada sobre esse tema, considerando o espaço formativo já consolidado na rede pública municipal de ensino. A pesquisa revela que se faz necessário promover a Reeducação das Relações Étnico-Raciais e, para tanto, urge apropriar-se de possibilidades existentes no município (materiais e de formação) para promover o ensino que, ultrapassando a simples inserção de conteúdos afrocentrados, promova nova forma de propor educação, de apreender o mundo, de estar, de viver e de ser.
The struggle for social rights, world actions and acts for anti-racist education influenced the elaboration and revision of national laws addressed to education for ethnic-racial relations. The struggle for social rights, world actions and acts for anti-racist education influenced the elaboration and revision of national laws addressed to education for ethnic-racial relations. The debates motivated reflections and changes in educational legislation. The law number 10.639 was decreed in 2003, which, according to what was vindicated in 1950 by the Black Movement, it modified the redaction of the National Education Guidelines and Bases Law, in this sense that it is required to include in the official curriculum the teaching of Afro-Brazilian History and Culture. This law’s promulgation is the result of tireless struggles, strenuous throughout an arduous historical and political process, however, we still have to fight for the effectiveness of this law in school daily life, since in the daily life of schools there are still relations full of prejudices, discrimination in relation to the black and the absence of African expressions in the constitution of the national culture. In this sense, we propose in this research to draw an understanding of the existent world view regarding themes such as: "prejudice and racial discrimination", "black's position in Brazilian society" and "Educational Legislation involving Africanities" along with memorial, historical and artistic narratives involving São José do Rio Preto / SP, as well as questionnaires produced by the São José do Rio Preto Public School Teaching Public Network. The research presented a qualitative approach, applied nature and sought to reconcile exploration, description and explanation, making use of first-hand bibliographical and documentary investigations. The investigative process allowed the current narratives to be governed and mainstreamed by a world view to corroborate the exercise and invisibilization of blacks in this municipality, while narratives considered independent mark categorically the black presence in rural and urban spheres, evidencing the effective participation of blacks in the construction and development of this city. The analysis of the questionnaires produced by the municipal education network showed how the subject of Africanities is silenced / erased among education professionals, but it made possible a reflection on the importance of rethinking the processes of continuing education, considering a formative space that is already consolidated by this municipality. The research reveals that it is necessary to promote a Re-education of Ethnic-Racial Relations and, for that, it is urgent to take advantage of existing possibilities in the municipality to promote a teaching that goes beyond the simple insertion of afrocentrados contents and to promote a new form of propose education , of apprehending the world, of being, living and being.
The struggle for social rights, world actions and acts for anti-racist education influenced the elaboration and revision of national laws addressed to education for ethnic-racial relations. The struggle for social rights, world actions and acts for anti-racist education influenced the elaboration and revision of national laws addressed to education for ethnic-racial relations. The debates motivated reflections and changes in educational legislation. The law number 10.639 was decreed in 2003, which, according to what was vindicated in 1950 by the Black Movement, it modified the redaction of the National Education Guidelines and Bases Law, in this sense that it is required to include in the official curriculum the teaching of Afro-Brazilian History and Culture. This law’s promulgation is the result of tireless struggles, strenuous throughout an arduous historical and political process, however, we still have to fight for the effectiveness of this law in school daily life, since in the daily life of schools there are still relations full of prejudices, discrimination in relation to the black and the absence of African expressions in the constitution of the national culture. In this sense, we propose in this research to draw an understanding of the existent world view regarding themes such as: "prejudice and racial discrimination", "black's position in Brazilian society" and "Educational Legislation involving Africanities" along with memorial, historical and artistic narratives involving São José do Rio Preto / SP, as well as questionnaires produced by the São José do Rio Preto Public School Teaching Public Network. The research presented a qualitative approach, applied nature and sought to reconcile exploration, description and explanation, making use of first-hand bibliographical and documentary investigations. The investigative process allowed the current narratives to be governed and mainstreamed by a world view to corroborate the exercise and invisibilization of blacks in this municipality, while narratives considered independent mark categorically the black presence in rural and urban spheres, evidencing the effective participation of blacks in the construction and development of this city. The analysis of the questionnaires produced by the municipal education network showed how the subject of Africanities is silenced / erased among education professionals, but it made possible a reflection on the importance of rethinking the processes of continuing education, considering a formative space that is already consolidated by this municipality. The research reveals that it is necessary to promote a Re-education of Ethnic-Racial Relations and, for that, it is urgent to take advantage of existing possibilities in the municipality to promote a teaching that goes beyond the simple insertion of afrocentrados contents and to promote a new form of propose education , of apprehending the world, of being, living and being.
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Palavras-chave
Africanidades, São José do Rio Preto, Educação para as relações étnico-raciais, Ensino, Processos formativos, Africanities, Education for ethnic-racial relations, Teaching, Formative processes