Educação profissional e racismo: descobrindo a influência da cultura do cancelamento através da Pedagogia Histórico-Crítica
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2022-04-29
Autores
Pereira, Elisandra
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Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo, realizado no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP), em um de seus câmpus localizado no interior do estado, buscou conhecer os fatores que influenciaram as atitudes de relutância, constrangimento e silenciamento de estudantes adolescentes, participantes das ações de combate ao racismo. Este estudo foi realizado por meio de uma pesquisa aplicada, de ordem qualitativa, tendo a Pedagogia Histórico-Crítica como base metodológica, pois acredita-se que o racismo, como uma violência histórica, tem criado barreiras mentais que precisam ser ultrapassadas. Apresenta-se também uma análise crítica sobre o quanto é importante a descolonização do currículo, tomando como base os estudos de Nilma Lino Gomes (2007) e Petronilha Beatriz Gonçalves e Silva (2011; 2012). Como produto educacional, desenvolveu-se o ADISA, um jogo digital por meio do qual são apresentados os fatos históricos que comprovam o racismo como uma construção social e estruturada. O jogo foi usado como instrumento para estimular o diálogo com os estudantes sobre o racismo, a partir do conhecimento afrocentrado. Somado a isso, apresenta-se o conceito de branquitude e questiona-se sua influência no papel da academia científica ao prover apenas conhecimentos eurocentrados, excluindo-se os conhecimentos negros pela ausência de referenciais e/ou pesquisadores negros. Como resultado deste estudo, chegou-se a um novo fenômeno social, a cultura do cancelamento. Estudantes apontaram que temem falar sobre racismo, serem mal compreendidos e por fim, serem “cancelados”. Eles alegaram que preferem manter-se em silêncio a expor seus conhecimentos sobre racismo. Acredita-se que a influência desse fenômeno na atitude de estudantes deva ser mais estudada, pois o diálogo é essencial para prover e assimilar conhecimentos positivos que resultem em uma postura de combate ao racismo.
This paper, that took place at Federal Institute of Education, Science and Technology of São Paulo (IFSP), in one of its campuses located in the interior of the state, effort to know the factors that influenced the attitudes of reluctance, embarrassment and silencing of adolescent students, participants of the actions of combating racism. This paper was on by an applied and qualitative research, that used the Historical-Critical Pedagogy as the methodology, because it is believed the racism, as it has a violence historical, it also builds mental walls, those can be broken down by conversation. It also presents a critical analysis of how important decolonization of the curriculum is, based on the studies of Nilma Lino Gomes (2007) and Petronilha Beatriz Gonçalves e Silva (2011; 2012). As an educational product, ADISA was developed, a digital game through which the historical facts that prove racism as a social and structured construction are presented. The game was used as a tool to stimulate de dialog among students from an afro-centered knowledge. Furthermore, the concept of whiteness is presented and its influence on the role of scientific academy is questioned by providing only Eurocentric knowledge, excluding black knowledge due to the absence of black references and/or researchers. As the result, this searcher found out a new social phenomenon, the “outrage culture”. The students justified their reluctance of talking about racism because they are terribly afraid of been “outraged”. They claimed that they would rather keep silence than expose their knowledge of racism. It is believed that the influence of this phenomenon on student’s action should be further studied, because dialogue is essential to provide and assimilate affirmative knowledge that results in a stance to combat.
This paper, that took place at Federal Institute of Education, Science and Technology of São Paulo (IFSP), in one of its campuses located in the interior of the state, effort to know the factors that influenced the attitudes of reluctance, embarrassment and silencing of adolescent students, participants of the actions of combating racism. This paper was on by an applied and qualitative research, that used the Historical-Critical Pedagogy as the methodology, because it is believed the racism, as it has a violence historical, it also builds mental walls, those can be broken down by conversation. It also presents a critical analysis of how important decolonization of the curriculum is, based on the studies of Nilma Lino Gomes (2007) and Petronilha Beatriz Gonçalves e Silva (2011; 2012). As an educational product, ADISA was developed, a digital game through which the historical facts that prove racism as a social and structured construction are presented. The game was used as a tool to stimulate de dialog among students from an afro-centered knowledge. Furthermore, the concept of whiteness is presented and its influence on the role of scientific academy is questioned by providing only Eurocentric knowledge, excluding black knowledge due to the absence of black references and/or researchers. As the result, this searcher found out a new social phenomenon, the “outrage culture”. The students justified their reluctance of talking about racism because they are terribly afraid of been “outraged”. They claimed that they would rather keep silence than expose their knowledge of racism. It is believed that the influence of this phenomenon on student’s action should be further studied, because dialogue is essential to provide and assimilate affirmative knowledge that results in a stance to combat.
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Educação antirracista, Negritude, Branquitude, Cultura do cancelamento, Negros, Rascimo na educação, Antiracism education, Blackness, Whiteness, Outrage culture