01.1 - Graduação (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2
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6 resultados
Resultados da Pesquisa
Item “Me descobri negra”: identidade racial de estudantes de Pedagogia na UFRPE(2025-02-25) Lira, Lauane Xavier de; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739; http://lattes.cnpq.br/2077463113610454Este trabalho tem como objetivo geral analisar os processos de construção da identidade racial de estudantes de Pedagogia do curso presencial na UFRPE, e assim contribuir com a reflexão sobre os fatores essenciais na delimitação da identidade negra, investigando os elementos e experiências que se apresentam durante a sua construção. Para isso, desenvolvemos uma pesquisa de cunho qualitativo, caracterizada como estudo de caso (Minayo, 2007). Como técnica de coleta de dados, aplicamos um questionário virtual por meio da plataforma Google Formulários, com estudantes matriculadas entre o terceiro e oitavo período da matriz curricular do curso, durante o período da sua realização. Para aprofundamento na temática, foi realizado um estado o conhecimento nas publicações das Reuniões Nacionais da Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd) e dos Congressos Brasileiros de Pesquisadores(as) Negros(as) (COPENE). A técnica de análise adotada para os dados coletados é a análise de conteúdo temática (Gomes, 2007), aplicada nas respostas do questionário. Apontamos algumas categorias que se referem à marcadores que propiciam a construção da identidade negra, a saber as Características fenotípicas; Marcadores culturais e/ou políticos; a Autodeclaração racial; e a Educação formal – Educação básica e Ensino superior. Como resultados, identificamos que as características fenotípicas, principalmente a pele e o cabelo, são os principais alvos de manifestação do racismo. No que se refere a autodeclaração racial, analisamos que há divergências quanto às nomenclaturas utilizadas espontaneamente ou direcionadas de acordo com as categorias do IBGE. Ao investigarmos as contribuições dos marcadores culturais e/ou políticos, foi possível perceber sua influência para a formação de uma identidade política engajada no combate ao racismo. Enquanto isso, a escola aparece como um ambiente de silenciamento do debate racial e, portanto, perpetuador da estrutura do racismo. Em contraste, é expressiva a contribuição advinda da participação no ensino superior, que proporcionou reflexões capazes de auxiliar positivamente na consolidação dessas identidades, bem como no aprofundamento do estudo do racismo e seus impactos.Item “Nada foi em vão”: uma análise sobre as obras de literatura infantis da atualidade como ferramenta de combate ao racismo em sala de aula(2023-09-14) Brito, Amanda Cristina Borges de; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739; http://lattes.cnpq.br/0676058058105472After reflecting on the books that are commonly used in school spaces related to ethnic-racial issues, the question came to me that works are not currently produced so that they are always addressed or if there is no real concern in seeking and updating works current to be worked in schools. With this, a bibliographical research was carried out and three books of national children's literature were selected – ''Amoras'' by Emicida, ''O Pequeno Príncipe Preto'' by Rodrigo França and ''Com qual penteado eu vou?'' by Kiusam de Oliveira – with the objective of being analyzed in search of characteristics that confirm the existence of current production with a focus on working on racial and ethnic issues, observing in these works the themes worked in the books and their importance in combating racism in the classroom, analyzing the construction of black identities of the main and secondary characters of the books. Through this work, it was possible to visualize in the studied books, aspects that contribute to the identity and cultural formation of children, through the phenotypic characteristics of the characters as well as culture, religiosity, among others. In this way, it is clear that there are a large and diverse productions made today involving racial ethnic themes and the question remains as to why it is still so rare to find this variety in school spaces.Item Análise do potencial pedagógico dos jogos digitais Banzo e Mandinga(2023-09-21) Leão, Thiago Luiz de Souza; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/6391891459731710In this article, we aim to analyze two Brazilian digital games, Banzo and Mandinga, which lead the player to experience different scenarios of a slave society. Starting from the perspective that they bring into play important values and meanings for the cultural and identity recognition of subjects still invisible in school historical contents, we will analyze the importance of both as a playful tool for the production of historical knowledge. The methodology that we are going to apply in this article is based on the proposal of Giacomoni (2013) for whom the game configures a pedagogical resource for the construction of creative teaching and learning of history.Item O cabelo afro e a idealização dos cachos como estímulo para o consumo de produtos capilares(2023-09-14) Silva, Thamyres Lais dos Santos Dias; Leão, Éder Lira de Souza; http://lattes.cnpq.br/4434499456331867; http://lattes.cnpq.br/5519824216304640This work aims to understand how the social environment and racism influence the process of use, consumption and acquisition of hair products by people who have Afro hair. It also seeks to analyze how institutions reproduce this ideology in their products, advertisements and advertisements. It is characterized by being an exploratory, qualitative research. For data collection, observation techniques were used in social media and cosmetics stores, semi-structured interviews using their respective scripts, in addition to secondary data collected in the bibliographical research. 5 people who claimed to use hair products were interviewed, 4 of them being consumers and 1 owner of an afro salon and a brand of products for afro hair. The interviews took place between June and July 2023. The collected data and speeches were analyzed with the support of the life history method, considering the individual's subjective factors, and examining how life experiences and cultural factors can affect their decision-making process for the use and consumption of products. Black people carry centuries of repression in their history. The Eurocentric norm of establishing their characteristics as a standard establishes racism in society, racism was explicitly presented and with it erased cultures and symbolisms, in the process of reestablishing themselves in the social environment, black people had to camouflage many of their characteristics, one of them, their hair, with capitalism established in society, racism takes on a new guise. What previously appeared explicitly, currently acts in a veiled and biased way, acting from structural racism, which, in an “unconscious” way, tends to influence the way in which hair products are consumed and not only consumed, but propagated and developed, not prioritizing care, but the definition and socially established “beauty”.Item Educação das relações étnico-raciais: práticas pedagógicas em auxílio à construção das identidades raciais de crianças negras na educação fundamental na cidade do Recife - PE(2022-10-03) Souza, Vinícius Ramos Félix de; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739; http://lattes.cnpq.br/4553471732405145This work discusses how racial identities are constituted in school contexts, and how they can be impacted (positively and negatively) by teaching practices. As a general objective of the research, we seek to investigate how schools, through teaching practices, build pedagogical practices to confront racism and value the ethnic-racial plurality of black and brown students. This helped us to formulate a framework of specific objectives, which are: a) Investigate the domain that elementary education teachers have about ethnic- racial relations and how they use the theoretical, social and constitutional and regulatory documents of basic education to plan their activities, carry them out and build an anti-racist pedagogical culture that values Afro-Brazilian identities; b) How teachers seek to break with the folklorization of the theme and what methodological resources they seek to adopt in order to build positive racial identities. To constitute the research, we were methodologically inspired by Content Analysis, which was used to develop an analytical support in reference to the discourses produced in semi-structured interviews with teachers from the public school system, in a peripheral school in the city of Recife. In the context that we analyzed, we observed that pedagogical actions that bring practices of valuing racial identities, much less autonomy and self-esteem of black children, are not actively developed. We analyze how racism, brought from a historical perspective, causes implications in this process, promoting distortions of notions directly linked to the construction of positive black identities. We conclude that, as much as there is a positive intention to help children's identity development in the school environment, it only has significant validity when supported by the proper appropriation of the theoretical and historical content of ethnic-racial relations in Brazil.Item Pretas em todo lugar: os efeitos do feminismo negro na reconstrução da identidade afro diaspórica de mulheres negras amefricanas(2022-10-11) Sena, Nayara Fernanda Santos de; Aquino, Rosa Maria de; http://lattes.cnpq.br/7663893470581900; http://lattes.cnpq.br/9466578503597662Esta investigación tiene como objetivo demostrar cómo el feminismo negro contribuye a la reconstrucción identitaria de las mujeres afroamericanas negras ladinas, a través de prácticas feministas decoloniales, y cuáles fueron los efectos colectivos e individuales en esta reconstrucción, a través de la identificación de formas de resistencia individuales y colectivas a través de la participación de los colectivos Ashanti Perú (Perú); Mulheres Negras Resistem (CE) y Cinema Nosso (RJ). Los métodos de investigación utilizados fueron cuantitativos y cualitativos, netnográficos y exploratorios; uniendo narrativas y experiencias con teorías que permean los temas de raza, clase, género, feminismo negro, interseccionalidad y territorio decolonial. Los resultados obtenidos demuestran cómo el feminismo negro, como agente social colectivo e individual, contribuye a la reconstrucción de la identidad de las mujeres negras, a fin de considerar sus experiencias como mujeres racializadas en los territorios latinoamericanos; ya través de la participación en colectivos, como articulaciones políticas y culturales que se enfocan en la recuperación identitaria de las mujeres negras, que impactan sus territorios, actuando colectivamente de manera práctica y efectiva.