Território e racismo: um estudo sobre a branquitude no currículo da Geografia paulista
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Data
2019-11-28
Autores
Melato, Bruno
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Universidade Estadual Paulista (Unesp)
Resumo
A proposta deste projeto é, assertivamente, contribuir para a superação do racismo, sobretudo na escola. Para alcançar este objetivo, propusemos uma investigação sobre como a identidade racial branca, leia-se branquitude, apresenta, no currículo de Geografia da educação básica para os anos finais do ensino fundamental, a história de formação do território brasileiro. Partindo do pressuposto que o racismo e a branquitude, aliados ao modo capitalista de produção, se concretizam como sistemas de dominação sobre os povos que historicamente foram condenados à condição de inferiorizados, a ideia de raça se configura como caminho fundamental para a compreensão da totalidade do espaço geográfico e, portanto, como categoria que exerce influência sobre a organização do território e do currículo. Sendo assim, propomos desvelar se e de qual maneira a branquitude sistematiza uma geografia escolar que aprofunda as desigualdades raciais na sociedade brasileira. A pesquisa, desenvolvida numa perspectiva qualitativa dos estudos educacionais, pela análise de conteúdo (BARDIN, 1997; MORAES, 1999), buscando compreender os significados existentes nas situações de aprendizagens presentes na Proposta Curricular do Estado de São Paulo: Geografia/2011. O pensamento decolonial orientou teoricamente o desenvolvimento de nossa análise. Com os resultados apresentados neste documento, pretendemos revelar a dimensão que a branquitude ocupa no currículo da Geografia. Assim, os resultados apontam para uma blindagem teórica e política sobre os conteúdos que acabam por não trabalhar raça nas atividades propostas, e deste modo, permitem a continuidade de estereótipos positivos sobre a população branca em detrimento de outras. Ao propormos a desconstrução da branquitude no currículo, estamos enfatizando um projeto de escola, sociedade e, neste caso, de geo-grafias contra as mazelas do racismo.
The purpose of this project is to assertively contribute to overcoming racism, especially at school. To achieve this goal, we realize a research on white racial identity, recogined as whiteness, demonstrates without curriculum of Geography of basic education for the final years of elementary school, the history of training of the Brazilian territory. Assuming that racism and whiteness, associated with the capitalist mode of production, ared concretized as systems of domination over peoples who have historically been condemned to conditions of inferiority, an idea of race is configured as a fundamental concept understand the geographical space and, therefore, as a category that influences the organization of the territory and of curriculum. Therefore, we propose to develop a way of whiteness to systematize a school geography that is presented as racial inequalities in Brazilian society. A research, developed in a qualitative perspective of educational studies, through content analysis (BARDIN, 1997; MORAES, 1999), seeking to understand the significant existing in the learning situations presented in the São Paulo State Curriculum proposal: Geography / 2011. The thought The decolonial theory theoretically guided the development of our analysis. With the results presented in this document, we intend to show a dimension that has a whiteness in the Geography curriculum. Thus, the results pointed to a theoretical and political blank about the contents that ends up not working in scientific activities, and this show us the detection of positive stereotypes about the white population to the detriment of others. By proposing a deconstruction of whiteness in the curriculum, we are emphasizing a project of school, society and, in this case, geographies committed to ending racism.
The purpose of this project is to assertively contribute to overcoming racism, especially at school. To achieve this goal, we realize a research on white racial identity, recogined as whiteness, demonstrates without curriculum of Geography of basic education for the final years of elementary school, the history of training of the Brazilian territory. Assuming that racism and whiteness, associated with the capitalist mode of production, ared concretized as systems of domination over peoples who have historically been condemned to conditions of inferiority, an idea of race is configured as a fundamental concept understand the geographical space and, therefore, as a category that influences the organization of the territory and of curriculum. Therefore, we propose to develop a way of whiteness to systematize a school geography that is presented as racial inequalities in Brazilian society. A research, developed in a qualitative perspective of educational studies, through content analysis (BARDIN, 1997; MORAES, 1999), seeking to understand the significant existing in the learning situations presented in the São Paulo State Curriculum proposal: Geography / 2011. The thought The decolonial theory theoretically guided the development of our analysis. With the results presented in this document, we intend to show a dimension that has a whiteness in the Geography curriculum. Thus, the results pointed to a theoretical and political blank about the contents that ends up not working in scientific activities, and this show us the detection of positive stereotypes about the white population to the detriment of others. By proposing a deconstruction of whiteness in the curriculum, we are emphasizing a project of school, society and, in this case, geographies committed to ending racism.
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Palavras-chave
Geografia humana, Geografia Estudo e ensino, Ensino Currículos, Relações raciais, Racismo, Racismo na escola, Identidade racial branca, Currículo, Racism in school, White racial identity, Curriculum