Navegando por Assunto "Negros - Identidade racial"

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Cinema na escola: representatividade negra em cena
(2021-03-05) Silva, Mirelly Nayara de Oliveira Alves da; Alves, Bruno Fernandes; http://lattes.cnpq.br/8297422717781216; http://lattes.cnpq.br/4571303730499405
The present work aimed to present cinema as a pedagogical possibility for the construction of black identity in the school environment. We formulated an action research and, using the movie Spiderman in the SpiderVerse, we promoted a cinema session in the classroom for a 5th grade class in a municipal school in Ipojuca-PE that effectively works with the determinations of the law #10639/2003, and we proved that cinema is a possibility to fulfill the socializing role of the school, as well as to influence the processes of identity construction.
Comunidade Quilombola Onze Negras: identidade e reconhecimento em questão
(2017) Silva, Jairo Hely; Barros, Marcos André de; http://lattes.cnpq.br/3743403239578149; http://lattes.cnpq.br/2547694049874830
The recognition of quilombolas communities is a very important problem for the Social Sciences. In the last periods, studies that analyze the nuances of this problem, address the issues inherent to it, as well as the implications that are present in the long paths taken by the quilombola communities, which aim at their struggle for recognition, in a social process that also materializes in the Legal plan. However, this recognition of quilombola communities can only be achieved, of course, through uninterrupted conflicts. In this sense, we intuit that the dialogical reality that involves the recognition of a certain quilombola community can be understood from the analysis of the contexts of a struggle for recognition, which is undertaken by each community, in a complex relation of historical construction of its Identity, mediated By interaction with the social whole. In order to understand how the factors that imply the construction of the identity of the quilombola communities and that operate from their recognition, the present work seeks, in a case study, to analyze the issues of this important social process. The research presented here was carried out in the community Quilombola Onze Negras, located in the municipality of Cabo de Santo Agostinho, metropolitan region of Recife, capital of the state of Pernambuco. With participant observation sessions and semistructured interviews; Dialoging with the theories of identity and the historical analysis of the quilombola question in Brazil; Using the approaches of the theory of recognition, we intend to contribute to the discussion about the recognition and construction of the quilombola identity, in approximation with the reality of this community, contributing to the debate that involves the themes of recognition and identity of quilombola communities.
Contribuições da EJAI para afirmação da identidade negra no Quilombo Rural de Castainho - município de Garanhuns - PE
(2021-12-10) Alves, Alan da Silva; Santana, Moisés de Melo; http://lattes.cnpq.br/3373237780862014; http://lattes.cnpq.br/6182028660316441
This research was carried out at the Virgília Garcia Bessa Municipal School, in the Quilombola community of Castainho, in the EJAI modality class, and its general objective is to analyze and understand the practices of reading and writing as a means of affirming black identity. Understanding the Education of Youth, Adults and Elderly as one of the forms of knowledge construction combined with the strengths of the people's knowledge is a necessity for the changes in mentality in relation to ethnic heritage to be consolidated. This is only possible when the educational practices beyond the school are related in a liberating pedagogical praxis; and this practice involves the educator's ability to add knowledge, affection, criticality, respect, action and, together with the student, contribute to the transformation of the world. Its methodology is based on a qualitative approach and a case study, in which 6 subjects participated, namely: 2 teachers, 3 students and 1 community leader; for this, the following instruments were used: semi-structured interviews with all subjects, field observation with annotations and bibliographical research. This research took as theoretical basis the studies of Stecanella (2013), Soares (2008), Freire (2000), Munanga (2003), Brandão (1998), Bourdieu (2003) among others. We conclude that the EJAI modality needs, in addition to a contextualized teaching strategy, to educate and train critical subjects to overcome the structural racism that exists in our country.
Educação quilombola: construção e fortalecimento da identidade apoiando-se na relação comunidade/escola
(2019-01-31) Ferreira, Dayane Maria da Silva; Costa, Caetano De' Carli Viana; http://lattes.cnpq.br/1659373322351561
A importância da representatividade em sala de aula: correspondência racial entre alunos e professores e o desempenho escolar
(2021-12-14) Rocha, Samuel de Albuquerque; Silva, Diego Firmino Costa da; http://lattes.cnpq.br/8895265465747877; http://lattes.cnpq.br/0186163084173110
Estimates of change in performance were found in 6th and 7th grade students from the Public Network of Recife, when they were placed in a situation of racial equality with their Portuguese and Mathematics teachers, with data collected from the Longitudinal Monitoring of Student Performance Survey of Recife's Public Elementary Education Network (FUNDAJ, 2018). Among other information, it was found, through the Differences in Differences method, that brown students showed an improvement in grades in both subjects evaluated, when taught by black or brown teachers, showing a greater identification of race. Black students had an average increase of 5.04 points in Mathematics when they were taught by a black teacher.
O papel da literatura infanto-juvenil afro-brasileira na construção da identidade da criança negra no contexto da educação infantil
(2020) Santos, Wedja Maria da Conceição; Souza, Ana Paula Abrahamian de
A representação do feminismo negro no romance Ponciá Vicêncio de Conceição Evaristo
(2018) Silva, Conceição Campos da; Pereira, Kleyton Ricardo Wanderley; http://lattes.cnpq.br/8902091363038170
This monograph aims to give a brief reflection on the novel Ponciá Vicêncio, by the author Conceição Evaristo. For this, we take into account the reflections of some authors (Constância Lima Duarte, Angela Davis, Marcos Antônio Alexandre, Flavia Santos de Araújo, Cristiane Cortês, Petrônio Domingues, Bell Hooks, Omar da Silva Lima, Barbára Araújo Mahado, among others) on the struggles waged by black women in the world and the Black Feminist movement in Brazil. To arrive at the analysis of the novel, we seek to bring a brief clipping regarding the feminist struggles in Brazil and in the world, as well as the origins of the Black Feminist Movement in our country. We also emphasize the importance of women writers in our national literature, be they white or black, giving more prominence to the writer Conceição Evaristo. And in the production of the analysis we made use of the experiences and searches for a lost identity of the protagonist Ponciá, descending character of slaves and that lives in the period after the abolition of the slavery.