Ensino de geografia, discursos e o espaço cultural escolar: diferenças e identidades etnicorraciais e regionais em escolas públicas de Redenção, Pará
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2019-03-26
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Universidade Federal de Goiás
Resumo
This research deals with educational discourses and practices about ethnic and regional differences
and identities in the municipal public schools of Redenção, Pará. The central objective was to
understand how ethnic and regional cultural differences and identities are represented and
produced in discourses and their practices in the school space. To achieve this goal, the
methodology used consisted of combining interdisciplinary methods and techniques of the human
sciences and language in a qualitative approach. In-depth interviews were carried out with eleven
teachers; observations of the Geography classes of nine teachers and the observation of four other
classes planned with the theme of ethnic and regional differences and identities as geographic
contents. In these classes I collaborated in the planning and during its realizations I realized
observation with participant character. Still in order to produce data, in addition to classrooms and
classrooms, the spaces of the schoolyard with their movements, materials visually displayed on the
murals, panels and corridors were observed. The scope of the research was extended by seven
elementary schools in the municipal network of Redenção. The theoretical terrain on which the text
will move, regarding this debate are the contributions of Cultural Studies and Discourse Analysis
(AD), which have been added to the School Geography. In the school space, Geography Teaching
can be a social technology of intervention for the construction of respectful coexistence with the
otherness of the other, and the establishment of more recognizable relations of the plurality of the
differences and identities present in the school space. In the context of the institutions where I
conducted this research - and in others - it is not possible to think of the deconstruction of the
colonial forms of identification and differentiation, without taking into account the power relations
that cross the subjects, the curriculum and the school space of the teaching network under analysis.Thus, some important points to be considered in the proposal of the teaching of Geography for
otherness in the schools of Redemption is the inclusion of ethnic and regional differences and
identities as geographic contents, the problematization of power manifested hierarchizing the
differences and using them as a device of inequality in the school space and the denaturalization of
manifestations of racism and prejudice in the form of jokes and jokes.
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CARVALHO, José Rodrigues de. Ensino de geografia, discursos e o espaço cultural escolar: diferenças e identidades etnicorraciais e regionais em escolas públicas de Redenção, Pará. 2019. 234 f. Tese (Doutorado em Geografia) - Universidade Federal de Goiás, Goiânia, 2019.