Ethnic-racial Relations Research Articles

RAÇAS E ETNIAS BRASILEIRAS

The article addresses the complexity of races and ethnicities in Brazil, highlighting the importance of educating ethnic-racial relations. The general objective of this work is to investigate and promote the understanding of ethnic-racial relations in Brazil, emphasizing racial and ethnic formation, miscegenation and inclusion, as well as the elements of Brazilian culture that reflect this diversity. The specific objectives are expected to: analyze the historical process of formation and miscegenation of the Brazilian population; evaluate racial and ethnic inclusion policies in Brazil; identify elements of Brazilian culture that represent ethnic-racial diversity; and promote the appreciation of Brazilian cultural identity. This study is justified by the need to understand and value Brazilian ethnic-racial diversity, promoting inclusive education that respects and celebrates differences. The analysis of Brazilian inclusion policies and cultural elements is crucial to foster a more fair and equitable society. The article is structured into two main chapters: first, the education of ethnic-racial relations in Brazil, focusing on formation and miscegenation and racial and ethnic inclusion; according to the elements of Brazilian culture, addressing cultural identity and ethnic-racial and cultural diversity.

Entrevista com Patricia Hill Collins

ABSTRACT In October 2019, Patricia Hill Collins was in Brazil to attend the 39th Annual Meeting of the Associação Nacional de Pós-Graduação e Pesquisa em Educação. The presence and importance of education and black youth in the experiences and theoretical and methodological elaborations, central themes in their activities at the Associação Nacional de Pós-Graduação e Pesquisa em Educação, are explored in this interview given to us by Patricia. The questions were prepared by researchers on gender, ethnic-racial relations and youth and answered by e-mail by Patricia Hill Collins.

RELAÇÕES ÉTNICO-RACIAIS NA EDUCAÇÃO PROFISSIONAL TÉCNICA DE NÍVEL MÉDIO: UMA REVISÃO INTEGRATIVA

ABSTRACT: This study aims to analyze the scientific evidence on ethnic-racial relations education in the scope of technical professional education at the secondary level. This is an exploratory and qualitative research, whose integrative literature review technique allowed the systematic selection of reports in six stages. Initially, the search of articles through SciELO, CAPES Journal, and Google Scholar from the terms race, ethnicity, race factor, racism, racial prejudice, racial discrimination, ethnic-racial relations, professional and technological education, and professional education, along with Boolean operators, resulted in 11,336 titles, and after screening, 11 articles were included. For discussion, the following categories were used: institutionalization of Law nº 10.639/2003 and curriculum; structural racism; quota law; nucleus of Afro-Brazilian and indigenous studies, research and extension; pedagogical experiences about ethnic-racial diversity; students' and teachers' perceptions of ethnic-racial diversity in the curriculum; and the role of teachers for the professional education of black women. It was found that there is a long way to go for the institutionalization of Laws 10,639/03 and 11,645/08 in the curricula and in the teaching-learning practices of vocational training, reinforced by the negative perceptions of students and teachers about ethnic-racial diversity in the curricula. of professional and technological education institutions, especially when it comes to integrated courses. However, the quota laws, the implementation of NEABI, and the different teaching experiences stood out as affirmative actions that promoted racial equality.

Racismo Institucional e o Campo Jurídico: Limites, Expectativas e Potencialidades da Produção de Conhecimento sobre Raça em Universidades Brasileiras

Abstract This article stems from a larger research project that problematized the implications of the different approaches to anti-racism adopted by state institutions, grassroots social movements, and universities, taking into account the analysis of knowledge production processes about race, racism, and anti-racism. For this study, we analyzed the speeches of seven interviewees - three black law students, two women and one man, and four law professors, one black and three white, from two universities in the city of Rio de Janeiro, Brazil, in 2018. Among the topics covered are academic, curricular and epistemological cultures in relation to academic training in law, taking into account studies on ethnic-racial relations (race, racism and anti-racism), legal education and human rights. In this approach, we work with the theoretical perspectives of Achille Mbembe, Ana Flauzina, Pierre Bourdieu, Charles Hamilton, Frantz Fanon, Stokely Carmichael, and Thula Pires. The method involves semi-structured interviews anchored in Teun van Dijk's critical discourse analysis. This approach reveals that the expectations and limitations of studying and aspiring to certain positions depend not only on the course attended by the student, but are also determined by institutional racism and various issues related to racial, economic, cultural and social capital.

O ESVAZIAMENTO DAS DIRETRIZES CURRICULARES NACIONAIS NA BASE NACIONAL COMUM CURRICULAR

ABSTRACT: This article analyzes the near absence of the National Curriculum Guidelines for Basic Education (in Portuguese, DCN) in the Common National Curriculum Framework (BNCC in Portuguese). We conducted a documentary study with a critical approach to the curricular debates anchored in the Historical-Critical Pedagogy theoretical-methodological foundations. The aim is to analyze and reflect on the educational guidelines for groups underrepresented in curricular educational policies to debate the formation processes of the subjects. The categories of analysis were: 1) modalities of education (Indigenous School; Quilombola School; Rural; Special; Youth and Adult; Vocational and Technological Schools); and 2) contemporary thematic axes (Environmental education; Human Rights Education; Education for young people and adults deprived of liberty in penal institutions; Education of Ethnic-Racial Relations and the Teaching of Afro-Brazilian and African History and Culture; School assistance for children, adolescents and young people in itinerant situations). The results indicate a silencing and a setback in the BNCC, concerning some modalities and thematic axes that had their rights guaranteed in the DCN. On the other hand, in the BNCC, though presenting the principles of equality and universality, the subjects are homogenized, disregarding the differences and subjectivities that exist or may exist. We advocate for an education that effectively considers Brazilian society's diversity and profound inequalities, seeking an omnilateral formation of subjects from a social transformation perspective.

The black identity in the national imaginary of the black movement in its proposals for an education for ethnic-racial relations (1948 1983)

The black identity in the national imaginary of the black movement in its proposals for an education for ethnic-racial relations (1948 1983)

The education of ethnic-racial relations in early childhood education institutions in Minas Gerais

RESUMO O presente artigo tem como objetivo apresentar um diagnóstico da implementação da educação antirracista nas instituições de educação infantil do estado de Minas Gerais, Brasil. O método se ancora nos estudos das infâncias e relações étnico-raciais, articulados com metapesquisa oriunda de 24 teses e dissertações produzidas entre 2012 e 2022. Apenas sete das 18 universidades que compuseram a amostra desenvolveram pesquisas sobre o tema educação infantil e relações étnico-raciais. A primeira pesquisa realizada foi em 2012; desde então, o tema encontra-se em estado de "resistência" nas pesquisas em educação no estado. Os resultados revelam que mesmo os desafios sendo maiores que os avanços quanto à implementação da educação das relações étnico-raciais na educação infantil, foram identificadas práticas antirracistas por meio da literatura infantil, jogos e brincadeiras, visitações, salão de beleza e diversidade religiosa.

Education of ethnic-racial relations and initial training of teachers/es

O presente artigo expressa o compromisso com a educação das relações étnico-raciais (ERER) na educação escolar, interrogando sobre a formação inicial de professoras e professores para a educação básica. A partir da experiência como professor de História no Ensino Fundamental e Médio, questionamos como ocorre a qualificação dos docentes para lidar pedagogicamente com situações de discriminação racial e para valorizar a diversidade racial e cultural presente na escola. Analisamos ementas de dois cursos de graduação de uma universidade pública do estado (Universidade de Pernambuco - UPE) que nos permitiu captar o desafio curricular destas reconstruírem-se como espaço educativo e mobilizarem forças por uma pedagogia antirracista. Considera-se, pois, que a formação de professoras/es é um dos processos formativos estratégicos sobre os quais movimentos sociais, educadoras/es antirracistas e seus aliados devem manter permanente vigília político-pedagógica em defesa da educação das relações étnico-raciais.

Teaching about colonialism, nationalism, and neoliberal patriarchy during the Chilean social outbreak

While Chile currently commemorates 50 years since the 1973 coup, it is also immersed in the process of writing a new Constitution to replace that of 1980, which is responsible for the all over present neoliberalism, including the education system. The constituent process is a direct consequence of the social outburst of 2019. In this context, this article informs Other Sociologies of Education by describing the experience of a course inspired by decolonial studies and offered at a community higher education initiative that emerged from a local government, aiming to democratize education. To reconstruct the course experience, we used documents, our own memories and some participants written thoughts, and we wrote this article following the methodology of narrative productions. The article suggests that there is great potential in transmitting decolonial studies – for their capacity to explain and transform ethnic-racial relations in Latin American societies – in community education.

Critical Whiteness Studies and International Relations: disputing narratives and challenging epidermalized structures of power in teaching, research and extension

This paper aims to demonstrate that Critical Whiteness Studies (CWS) may provide useful tools for interpreting epidermalized relations of power in the international system and for challenging the racial dynamics that cut across the teaching, research and extension dimensions in the field of International Relations. This study shows that CWS have potential to support the implementation of Law 11.645/2008, which requires the inclusion, in a cross-curricular manner, of education regarding ethnic-racial relations in higher education curricula in Brazil. 
 In this paper, I provide an introduction to the field of CWS, drawing primarily from the Brazilian afro-feminist contribution in pretuguês of Cida Bento, with her concept of narcissistic pacts of whiteness. Methodologically, this article makes use of a decolonial approach, based on bibliographic and documental research techniques. This paper stresses the importance of naming and historicizing the power of whiteness, to understand how it hegemonizes itself in space and time, and through which means it does so. It is a novel and original study, which innovates by introducing Black epistemologies and stating their applicability as regards teaching, research and extension, opening paths to destabilize the colonial support beams of the IR field.

Black Cities in Brazil:

The interpretation of black cities aims to better understand the reality of black spaces, racial segregation and territory. We assess that the idea of racial segregation is based on categories of social class, gender, ethnicity and race and territory, however, the reality of the Americas, especially Brazilian, must be observed, especially the time-space of colonization, slavery and racism. We used as a theoretical-methodological instrument, first, the statistical data of the IBGE Census of 2010, on the population classified by blacks and whites, and income. Second, for a better design, we dialogue with authors from both fields of ethnic-racial relations and the literature on the city, the urban and the territory. In our considerations, it will be a great challenge for the Americas, Brazil and Bahia, the promotion of public policies for the inscription of anti-racist and democratic cities with equity.

The Role of the School and the Continuing Education of Teachers in Ethnic-Racial Relations in an Experience in the Community of Curuzu, Salvador-Ba

The present work aims to reflect on the pedagogical experience in the community of Curuzu through pedagogical coordination in the Lato-Sensu Specialization entitled “African and Afro-Brazilian Studies Methodology” of Integrated Colleges Olga Mettig in 2007. The General Objective was to train of education professionals and related areas on Law 10,639 and its operation in pedagogical work, whether carried out in the classroom or in another collective learning space. The specific objectives were: to provide pedagogical subsidies on Law 10.639 and to promote pedagogical interaction between the various cultural matrices that formed the Brazilian territory. This course was intended to comply with the operation of Law 10.639/03, having as its main target audience educators and graduates in the area of human and social sciences. The main results of this experience revolve around the access for educators to decolonial and anti-racist theories. Other important results revolved around the work of education professionals who received postgraduate degrees, where they demonstrated insertion in various segments of Bahian society, such as centuries-old institutions such as the Society for the Protection of the Underprivileged (SPD), founded 190 years ago, as well as in schools traditional public and private education systems and in Afro and Afoxé blocks.

Educação das relações étnico-raciais na educação infantil: as artes de fazer docente

O objetivo do artigo é analisar as artes de fazer a Educação das Relações Étnico-Raciais (ERER) de docentes em formação continuada que atuam na Educação Infantil de Vitória/ES. Trata-se de uma Pesquisa-Ação Colaborativa, que utiliza como fontes os documentos produzidos durante o processo formativo. Esses documentos são provenientes das atividades realizadas em ambiente virtual e dos textos reflexivos escritos pelas professoras, publicados em forma de livro. Por meio de reflexões coletivas, as docentes desenvolveram maneiras diversificadas de abordar a ERER, utilizando as danças populares e a literatura africana e afro-brasileira para o alcance de seus objetivos. Como resultados, identificamos que as professoras se apropriam de diferentes linguagens em suas mediações pedagógicas e reconhecem e valorizam o protagonismo infantil nas práticas pautadas na ERER. Conclui-se que, nas artes de fazer a ERER, as docentes dialogaram com a dinâmica curricular própria da Educação Infantil, que não se organiza de maneira disciplinar, e com a concepção de infância presente nos documentos orientadores, que buscam tirar as crianças da condição de invisibilidade social, reconhecendo-as como sujeitos ativos em seus processos de aprendizagem e de desenvolvimento. Palavras-chave: educação infantil, relações étnico-raciais, formação continuada, artes de fazer. Education on ethnic-racial relations in children’s education: the arts of teaching ABSTRACT. This article has as purpose the analysis of the arts of doing the Education on Ethnic-Racial Relations (ERER) related to the faculty members under continuous training working with Child Education in the city of Vitória/ES. It is a Collaborative Research-Action, which uses as sources the documents produced during the formation process. These documents are derived from the activities performed in virtual environment and from reflexive texts written by teachers, published as books. Through collective reflections, the faculty members could develop diverse ways to approach ERER, using folk dances and African and Afro-Brazilian literature in order to achieve their goals. As a result, it was identified that teachers make use of different languages during their pedagogical mediations, acknowledge and value the children’s main role in the practices implemented by ERER. In conclusion, regarding the arts of teaching ERER, the faculty members were engaged with the Children’s Education curricular dynamic itself, which is not organized in a disciplinary way, and having the presence of childhood conception in the guidance documents that search for avoiding children to be in an invisible social condition, recognizing them as active subjects in their learning and developing processes. Keywords: children’s education, ethnic-racial relations, continuous training, arts of doing. La educación de las relaciones étnico-raciales en la educación infantil: las artes de hacer docente RESUMEN. El objetivo del artículo es analizar las artes de hacer la Educación en Relaciones Étnico-Raciales (ERER) de docentes en educación continua que actúan en Educación Infantil en Vitória/ES. Es una Investigación-Acción Colaborativa, que utiliza como fuentes documentos producidos durante el proceso de formación. Estos documentos provienen de actividades realizadas en una plataforma virtual y textos reflexivos escritos por profesoras, publicados en forma de libro. A través de reflexiones colectivas, las docentes desarrollaron formas diversificadas de abordar el ERER, utilizando danzas populares y literatura africana y afrobrasileña para alcanzar sus objetivos. Como resultado identificamos que las profesoras se apropian de diferentes lenguajes en sus mediaciones pedagógicas y reconocen y valoran el protagonismo de los niños en las prácticas basadas en la ERER. Se concluye que, en las artes de hacer el ERER, las docentes dialogaron con la dinámica curricular de la Educación Infantil, que no está organizada de forma disciplinaria, y con la concepción de infancia presente en los documentos orientadores, que buscan tomar niños de la condición de invisibilidad social, reconociéndolos como sujetos activos en sus procesos de aprendizaje y desarrollo. Palabras clave: educación infantil, relaciones étnico-raciales, educación continua, artes de hacer.

INSUBORDINAÇÕES CRÍTICAS DA INTELECTUALIDADE NEGRA BRASILEIRA: UM OLHAR A PARTIR DA ATUAÇÃO DO NEABI/CPII

ABSTRACT: From a black decolonial perspective (GOMES, 2020), this article aims to discuss the paths taken by the Center for Afro-Brazilian and Indigenous Studies of the Colégio Pedro II (NEABI/CPII), in Rio de Janeiro, Brazil, in the (re)production of emancipatory and anti-racist practices and knowledge. In methodological terms, the research was structured based on the narratives of four black intellectuals committed to anti-racist education, who actively participated in the creation process of the NEABI/CPII, in 2013, and who had a recognized role in the constitution of practices based on (re)education for ethnic-racial relations and the fight against racism. In summary, we observed that the black intelligentsia underlying the group establishes a position of insubordination in relation to typical coloniality practices in the (re)production of knowledge, with actions that unfold into four dimensions: political-institutional, political-epistemological, political-identity and political-pedagogical. We understand that these dimensions, which are articulated with each other, are crucial for the constitution of educational spaces that are more democratic, racially diverse and politically positioned in the fight against inequalities

Three Afro-Brazilian Thinkers of Global Significance

Carolina Maria de Jesus, Abdias Nascimento, and Lélia Gonzalez are presented in this essay as Afro-Brazilian existentialist thinkers, whose global significance lies in their outlining philosophical interpretations of Brazil that center racial relations in the formation of the nation. By combining accounts of the lives and intellectual contributions of these thinkers, one can understand the core of each of their projects, whether in philosophical literature, sociological study of ethnic-racial relations, or philosophical anthropology. Part of a line of thought in which the terms “black” and “existence” are put together, Jesus, Nascimento, and Gonzalez exemplarily proposed practices of decolonial knowledge production based on the notion that it is possible with the struggle for freedom and justice to reverse power structures that hierarchize human beings.

Flamenco Negro: uma análise do espetáculo da Companhia De Arte La Negra Ana Medeiros

ABSTRACT This paper proposes an analysis of the spectacle Flamenco Negro, based on the theoretical framework of the sociology of art and the sociology of ethnic-racial relations, combining the analysis of the social context of production of the work with the methodology of performance analysis. The study found that the process of creating such a work of art was part of a social network articulating a community of meaning that helped to form the dancers’ own racial consciousness, enabling them to reaffirm their position and their way of dancing within the art scene and resize the black diaspora as a collective experience by highlighting the hybridity between Afro-diasporic dances and musicalities in Flamenco.

Uma ponte entre colonialismo e ambientalismo

Abstract Dr. Malcolm Ferdinand’s book “Decolonial Ecology: thinking from the Caribbean World” comes at an opportune time and fills a historical gap in the literature on colonialism and ecology. Provocative and daring, the sections masterfully address the themes of ethnic-racial relations, gender, and vulnerabilities. The book is a vital invitation to understand the interrelationships of gender, race, and class in the pursuit of justice and how these interrelationships manifest themselves. The compendium of information provided strengthens the multidimensional coalition of interests to better understand environmental injustice and widespread social inequality associated with a colonial ecology.

Curriculum theories in articles on Biology and Youth and Adult Education in Brazil

Youth and Adult Education (YAE) is a modality of basic education that serves a public with different gaps in access and permanence in school. In this sense, this work aimed to analyze the explicit and implicit Curriculum Theories on the Biology component in YAE. For that, 32 articles from the last 15 years were analyzed. Theoretically grounded, the findings were grouped according to Traditional, Critical, and Post-Critical Curriculum Theories, a total of ten, eight, and 14 works, respectively. The Traditional ones are teacher-centered and retain an emphasis on concepts and assessments. Students' manifestations are clues for the configuration of Critical and Post-Critical curricula. In this curriculum construction, the students' experiences are validated. Emotions, expectations for life projects, culture, education for ethnic-racial relations, gender and sexualities, and ethno-knowledge are present. It is within this plurality that Biology Curricula in YAE need to engage.

Brazilian occupational apartheid: historical legacy and prospects for occupational therapists

BACKGROUND: Since the colonization of Brazil in 1500, systemic, institutional, and relational racism has produced inequalities for its black and indigenous people. This legacy perpetuates white supremacy and intensifies social inequalities. PURPOSE: This Opinion Piece aims to raise reflexivity on racism in Brazil and its impacts on the occupations of black people within the context of occupational apartheid. KEY ISSUES: We start exploring social justice and occupational justice concepts to map a methodological path for the theoretically informed discussion. Then, we discuss the concept of collective occupations as a possibility for intervention in the face of racial inequalities and introduce some occupational therapy practices to exemplify strategies to tackle the identified challenges. IMPLICATIONS: We conclude by showing that the field of ethnic-racial relations is still only minimally explored in Brazilian occupational therapy. We also point out some possibilities for further studies in the area.

Education for ethnic-racial relations in Brazilian physical education: reflections on schooling and silencing

ABSTRACT This study's objective is to present some reflections on Education for Ethnic-Racial Relations (ERER, acronym in Portuguese) and its link with Physical Education in Brazil, considering that Brazilian Physical Education has been greatly influenced by curriculum from both Europe and the United States during most of the twentieth century. To this end, we have used bibliographic research as a tool. Physical Education, as a curricular component of Brazilian basic education, was linked to the interests of medical and military institutions that defined its space and area of knowledge for a prolonged period. In this context, its actions envisioned forming and maintaining disciplined, strong and healthy bodies, created on precepts like, for example, eugenics. In this type of intervention, Afro-Brazilian and Indigenous manifestations became invisible and were marginalized and oppressed in favor of reproducing Eurocentric models of corporal expression. In light of this, we argue in support of a Physical Education curriculum based on knowledge originating in the different cultural matrixes of the peoples making up Brazil's populace, above all those who historically have been silenced and who have played a role in shaping our identity.