Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/1046
Título: EJA e educação para as relações étnico-raciais : uma proposta de pesquisa-ação em uma escola do Guará/Distrito Federal
Autor(es): Ferraz, Bruna Rocha
Orientador(a): Vieira, Maria Clarisse
Palavras-chave: Educação de jovens e adultos;Relações étnico-raciais;Racismo - Brasil;Negros
Data do documento: 2-Aug-2018
Data de defesa: 12-Sep-2016
Editor: Universidade de Brasília
Citação: FERRAZ, Bruna Rocha. EJA e educação para as relações étnico-raciais: uma proposta de pesquisa-ação em uma escola do Guará/Distrito Federal. 2016. 185 f., il. Dissertação (Mestrado em Educação)—Universidade de Brasília, Brasília, 2016.
Resumo: A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data. en dc.description.abstract1 This present dissertation aims to answer the question: how are produced and reproduced the discourses of race and racism in everyday space of a school of education for adults (EJA)? This question unfolded in other: how to identify discourses and representations of black and perform interventional proposal with the demands of reality to the problem of racism in EJA. The empirical field was a school of Guará, located in the Federal District in the administrative region of Guará. In the sense of the question and research, we made the choice of the methodology of research-action (MORIN,2004, BARBIER,2007) to oppose the silencing around the problem of racism in this type of education, aiming to influence discursive change and affirmation of racial identities through interventional actions planned in the collective, considering the black majority presence in EJA. The analysis of the data is supported by the theoretical and methodological assumptions of Critical Discourse Analysis - CDA - (FAIRCLOUGH, 2001 DIJK, 2008), as well as references to some pillars of Bakhtin's architecture, which provides important concepts for this research. Tools ADC who conducted the analysis of discourses on race and racism embodied in the voices of students in adult education, paying attention specifically to the social practice of discourse bringing out ideologies and power relations. The exercise undertaken in this study considers the negative effects that a social context and cultural racist produces and reproduces in the identity constitution of subjects. Interventional workshops were held during the field research, thereby causing changes in discursive practices that is a part, even if tiny, of the engineering of the broader social and cultural change. In the final considerations, it’s possible to say that there has been progress in certain spots observed, among which we can mention greater visibility across the ethnic-racial issue, as well as recognition of the importance of education for ethnic-racial relations in EJA.
URI: http://hdl.handle.net/123456789/1046
Etapa/Modalidade: EJA
Appears in Collections:01.04.01 Dissertação

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