Ensino e identidades: um estudo sobre as mulheres negras na escola
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2017-10-27
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Universidade Federal de Goiás
Resumo
The law 10.639/03 states that the history and African culture teaching as well as Afrobrazilian be
mandatory in elementary and high school establishments, be them public or private. This law states that
these subjects shall be managed in all the school curriculum context. However, what is noticed is that
the Afro culture debate is up to one or other subject. This fragmentation does not create any satisfactory
effect, since the ethnic-racial prejudice is a historical and social construction that reaches beyond all the
disciplinary and school contexts. Therefore, the main objective of this research was to elaborate a
didactic sequence for the Physical Education subject with the theme “The Black Woman in Soccer”,
towards the human formation and the combat against various types of violence and discrimination
practiced against the black population, and specifically black women. A case study was carried out, of
exploring characteristic and qualitative approach with the main methodology of focusing groups with
students and female workers of a municipal school in Goiania. Authors such as Hall (2003, 2005), Silva
(2000, 2010), Castells (2006) and Giddens (2003) gave us support with the identity debate. On the other
hand Bourdieu (1998), Saviani (2008) e Coletivo de Autores (2006), were our references regarding the
question of school and the role of a critical and transforming education. And to analyze the gender and
power relations, we started from the considerations of Scott (1995), Gomes (2002, 2005, 2012) and
Haraway (2005). We identified initially that there is still an invisible barrier that stigmatizes and
excludes black women from the job market and in other aspects of life. The data that supports this reality
can be found in the last Women Socioeconomic Annual Report (2015), carried out by the Secretariat of
Policies for Women, that shows the socioeconomic and demographic disparities in the ethnic-racial
configurations, of gender and class in Brazil.
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JACOB, H. L. S. Ensino e identidades: um estudo sobre as mulheres negras na escola. 2017. 106 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2017.