Protagonismo negro na literatura infantil: por uma abordagem antirracista do texto literário

RESUMO O presente artigo propõe uma reflexão acerca da importância do ensino da literatura dentro de uma proposta pedagógica na Educação Infantil preocupada com a Educação das relações étnico-raciais no Brasil. Ademais, busca pensar a formação do leitor literário numa perspectiva identitária para a promoção de uma Educação antirracista continuada. O trabalho reúne os seguintes aportes teóricos: Cosson (2012), Bordini e Aguiar (1993), Brasil (2004; 2017), Munanga (2005), entre outros. Quanto à metodologia, consiste em uma pesquisa bibliográfica e uma análise descritiva das seguintes obras literárias infantis: Amoras (2018), de Emicida, e Meu crespo é de rainha (2018), de bell hooks[1]. Conclui-se que esta pesquisa se torna relevante uma vez que segue as determinações da Lei 10.639/2003, que alude à obrigatoriedade do ensino da questão étnico-racial, temática que carece mais atenção na Educação Básica, desencadeando e propondo atender a questões presentes no ensino na Educação Infantil, oferecendo possibilidades por meio da literatura para um letramento étnico-racial efetivo e precoce. Palavras-chave: Formação de leitores; educação infantil; representatividade; letramento étnico-racial. ABSTRACT The present article aims at discussing the importance of teaching literature for children within the scope of a pedagogical approach concerned with ethnic-racial relations education, from children`s education on, in Brazil. Furthermore, it aims at thinking about the literary reader`s literacy according to an identity perspective so that it promotes antiracist education over the time. The paper brings the following authors together: Cosson (2012), Bordini e Aguiar (1993), Brasil (2004; 2017), Munanga (2005), among others. It consists of a bibliographical survey approach and a descriptive analysis of the following children books: Amoras (2018), by Emicida, and Meu crespo é de rainha (2018), by bell hooks. The relevance of the work lays on the fact it has followed Federal Law n. 10.639/2003, which has imposed the teaching of ethnic-racial issues in Brazil. This theme wants to be given more attention in Basic Education so that it answers issues that are present in early education, in order to offer children many possibilities through literature to ethnic-racial effective and early literacy. Keywords: Training of readers; childhood education; representativeness; ethnic-racial literacy.

Perfil dos educandos do ensino médio da EJA numa escola pública em Macapá-AP

O presente artigo tem como objetivo discorrer sobre o perfil dos educandos do ensino médio na modalidade Educação de Jovens e Adultos (EJA) em uma Escola Pública Estadual em Macapá, estado do Amapá, Brasil, verificando a composição étnica e a ocorrência de educandos classificados como negros, ou como pretos e pardos segundo o Instituto Brasileiro de Geografia e Estatística (IBGE). Trata-se de uma pesquisa quali-quantitativa de cunho exploratório que utilizou da pesquisa bibliográfica, da análise documental e da aplicação de um questionário. Os dados foram coletados na secretaria da escola com verificação da ficha de matrícula dos 211 educandos matriculados em 2019 e complementados no questionário respondido por 90 educandos escolhidos aleatoriamente entre os matriculados. Os resultados da pesquisa revelam que as características encontradas nos educandos da escola pesquisada estão presentes e significativas no grupo social ampliado que utiliza essa modalidade como alternativa de ensino para concluir o ciclo da educação básica. O levantamento revelou também que as características dos educandos coincidem com as do grupo etnicamente denominado negro, o que leva à conclusão de que a EJA, na forma planejada e implementada, tem uma destinação certa que são os brasileiros e as brasileiras das camadas mais expropriadas da sociedade, o que coincide historicamente com os negros, os indígenas e alguns brancos desprovidos economicamente.Palavras-chave: EJA; Relações étnico-raciais; Amapá.Profile of EJA high school students in a public school in Macapá-APABSTRACTThis article aims to discuss the profile of high school students in the Youth and Adult Education (EJA) modality in a State Public School in Macapá, Amapá state, Brazil, verifying the ethnic composition and the occurrence of students classified as black, or as black and brown according to the Brazilian Institute of Geography and Statistics (IBGE). It is a qualitative and quantitative research of exploratory nature that used the bibliographic research, the documentary analysis and the application of a questionnaire. Data were collected at the school office with verification of the enrollment form of the 211 students enrolled in 2019 and complemented by a questionnaire answered by 90 students randomly selected from the enrolled students. The results of the research reveal that the characteristics found in the students of the researched school are present and significant in the extended social group that uses this modality as a teaching alternative to complete the cycle of basic education. The survey also revealed that the characteristics of the students coincide with those of the ethnically called black group, which leads to the conclusion that the EJA, in its planned and implemented form, has a certain destination that are the Brazilians and the Brazilian from the most expropriated strata of the population. historically coinciding with blacks, indigenous people and some economically deprived whites.Keywords: EJA; Ethnic-racial relations; Amapá.Perfil de estudiantes de secundaria de EJA en una escuela pública en Macapá-APRESUMENEste artículo tiene como objetivo discutir el perfil de los estudiantes de secundaria en la modalidad de Educación de Jóvenes y Adultos (EJA) en una Escuela Pública Estatal en Macapá, estado de Amapá, Brasil, verificando la composición étnica y la ocurrencia de estudiantes clasificados como negros, o como negro y marrón según el Instituto Brasileño de Geografía y Estadística (IBGE). Se trata de una investigación exploratoria cualitativa y cuantitativa que utilizó la investigación bibliográfica, el análisis de documentos y la aplicación de un cuestionario. Los datos fueron recolectados en la secretaría de la escuela con verificación del formulario de matrícula de los 211 estudiantes matriculados en 2019 y complementados en el cuestionario respondido por 90 estudiantes elegidos aleatoriamente entre los matriculados. Los resultados de la investigación revelan que las características encontradas en los estudiantes de la escuela investigada son presentes y significativas en el grupo social extendido que utiliza esta modalidad como alternativa docente para completar el ciclo de educación básica. La encuesta también reveló que las características de los estudiantes coinciden con las del grupo negro de denominación étnica, lo que lleva a la conclusión de que EJA, en su forma planificada e implementada, tiene un destino determinado: brasileñas y mujeres brasileñas de los estratos más expropiados. de la sociedad, que históricamente coincide con negros, indígenas y algunos blancos económicamente desfavorecidos. Palabras clave: EJA; Relaciones étnico-raciales; Amapá.

As identidades negras da EJA em diálogo com a (re)educação das relações étnico-raciais

O propósito do texto é discutir o processo de reeducação das relações étnico-raciais na educação de jovens e adultos, a partir das identidades negras no cotidiano escolar da EJA. É um estudo de abordagem qualitativa em que recorremos à pesquisa bibliográfica, cujos referenciais estão pautados em documentos legais como a Lei 10.639/2003, Diretrizes Curriculares Nacionais das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana, Censo Educacional de 2019; além do aporte teórico em Falola (2020), Oyêwùmí (2018), Gomes (2005), Odé Inocêncio (2001), Schwarcz (2012), dentre outros que fundamentam a discussão. No primeiro momento, consideramos os dados oficiais de pardos e pretos informados nas matrículas da EJA, como resultado do Censo Educacional (2019) e seus efeitos na produção das identidades e reconhecimento das culturas africanas e afro-brasileiras. No segundo momento, problematizamos a questão da reeducação para as relações étnico-raciais reconhecendo que, passados dezessete anos de implementação da primeira versão da Lei 10.639/2003, não foram suficientes para a ressignificação dos conhecimentos potenciais de África e da diáspora. Por fim, é necessário continuarmos a discutir os aspectos ligados à dimensão da corporeidade, africana e afro-brasileira, tornada invisível e negada nas salas de aula da EJA; às múltiplas abordagens das religiosidades de matriz africana; às inúmeras manifestações e práticas culturais de raiz africana conectadas com as experiências de seus descendentes brasileiros, sem esgotarmos o debate.Palavras-chave: Relações Étnico-Raciais; Identidades africanas e afro-brasileiras; Educação de Jovens e Adultos.EJA’s black identities in dialogue with the (re)education of ethnic-racial relationsABSTRACT The purpose of the text is to discuss the process of re-education of ethnic-racial relations in the education of young people and adults, based on black identities in the daily life of EJA. It is a study with a qualitative approach in which we resorted to bibliographical research, whose references are based on legal documents such as Law 10.639/2003, National Curriculum Guidelines for Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture, Census 2019 Educational; in addition to theoretical contributions in Falola (2020), Oyêwùmí (2018), Gomes (2005), Odé Inocêncio (2001), Schwarcz (2012), among others that support the discussion. At first, we considered the official data of browns and blacks informed in EJA enrollments, as a result of the Educational Census (2019) and its effects on the production of identities and recognition of African and Afro-Brazilian cultures. In the second moment, we problematize the issue of re-education for ethnic-racial relations, recognizing that, seventeen years after the implementation of the first version of Law 10.639/2003, it was not enough for the re-signification of the potential knowledge of Africa and the diaspora. Finally, it is necessary to continue to discuss aspects related to the dimension of corporeality, African and Afro-Brazilian, made invisible and denied in EJA classrooms; the multiple approaches to African-based religiosities; to the countless manifestations and cultural practices of African roots connected with the experiences of their Brazilian descendants, without exhausting the debate.Keywords: Ethnic-Racial Relations; African and Afro-Brazilian Identities; Youth and Adult Education. Las identidades negras de EJA en diálogo con la (re) educación de las relaciones étnico-raciales RESUMENEl propósito del texto es discutir el proceso de reeducación de las relaciones étnico-raciales en la educación de jóvenes y adultos, basado en las identidades negras en la vida cotidiana de EJA. Se trata de un estudio con enfoque cualitativo en el que se recurrió a la investigación bibliográfica, cuyas referencias se basan en documentos legales como la Ley 10.639 / 2003, Lineamientos Curriculares Nacionales para las Relaciones Étnico-Raciales y para la Enseñanza de la Historia Afrobrasileña y Africana y Cultura, Censo 2019 Educativo; además de aportes teóricos en Falola (2020), Oyêwùmí (2018), Gomes (2005), Odé Inocêncio (2001), Schwarcz (2012), entre otros que apoyan la discusión. En un primer momento, se consideraron los datos oficiales de pardos y negros informados en las inscripciones de EJA, como resultado del Censo Educativo (2019) y sus efectos en la producción de identidades y reconocimiento de las culturas africanas y afrobrasileñas. En un segundo momento, problematizamos el tema de la reeducación para las relaciones étnico-raciales, reconociendo que, diecisiete años después de la implementación de la primera versión de la Ley 10.639 / 2003, no fue suficiente para la resignificación del conocimiento potencial. de África y la diáspora. Finalmente, es necesario seguir discutiendo aspectos relacionados con la dimensión de la corporeidad, africana y afrobrasileña, invisibilizados y negados en las aulas de EJA; los múltiples enfoques de las religiosidades africanas; a las innumerables manifestaciones y prácticas culturales de raíces africanas conectadas con las vivencias de sus descendientes brasileños, sin agotar el debate.Palabras clave: Relaciones étnico-raciales; Identidades africanas y afrobrasileñas; Educación de jóvenes y adultos.

The Chinese path of integration and development among all ethnic groups from a comparative perspective between China and the west

By comparing five aspects between China and the West—ideas, model of political participation, path of economic and social development, pattern of protection of language and culture rights, and construction of national cohesion and social (Minzu) solidarity, this paper reveals that the Chinese path of integration and development among all ethnic groups has the following characteristics: the ideas of equality, solidarity, mutual assistance and harmony among all ethnic groups; the integrative participation model of all ethnic groups under the unified leadership of the Communist Party of China; the integration on the economic and social development (common prosperity and development); equal protection of the language and culture rights of all ethnic groups; strong sense of national cohesion and social solidarity of fifty-six ethnic groups, based on the equal emphasis on the individual and collective rights as well as the close integration between political value and traditional cultural value. In general, China’s ethnic policies embody both specific rights and the level of community with a common future. Under the leadership of the Communist Party of China, relations between ethnic groups are harmonious and positive, and development of all ethnic groups tends to achieve a real equality. In Western countries, ethnic (or racial) relations remain relatively stable with fluctuations from time to time, and the development gap between ethnic groups has a trend of further expansion. Different ideas, systems and cultural concepts lead to different ethnic relationships and current situations of development between China and the West.

Education for Ethnic-Racial Relations in the new Curriculum Guidelines and in the Common National Base for the Initial Training of Brazilian Teachers: Implications for the Teaching of Anti-Racist Science and Biology

By ethnic-racial relations one understands the relations established between ethnic groups whose base is guided by race category, seen on a social perspective. Schools should be an environment propitious to the promotion of Education for Ethnic-Racial Relations, the teacher being an indispensable agent in this process. The present study is characterized as documentary research with a qualitative approach that sought to analyze, in a comparative perspective, evidence of a proposal for Education for Ethnic-Racial Relations present and/or absent in the Curriculum Guidelines and in the Common National Base for Initial Teacher Training (Resolution 2/2019), as well as the possible implications for the teaching of anti-racist Science and Biology in Brazil. The study leads us to conclude that the new Curricular Guidelines and the Common National Base for the Initial Teacher Training do not bring concrete evidence of an effective proposal for Education for Ethnic-Racial Relations as proposed by Resolution 2/2015, which was hastily revoked by Resolution 2/2019. The absence of these indications tends to result in negative implications for the teaching of anti-racist Science and Biology, since it was previously supported, we had found in the guidelines for teacher training an alternative to insert the study of ethnic-racial relations in undergraduate courses in the area. We hope that this study will collaborate for research in the area of ​​teacher training and ethnic-racial relations in the teaching of Science and Biology, especially for educational policies aimed at training teachers.

Critical archives for decolonial literacies

This article relates to the information ethical critique of archives in the decolonial debate for social memory appropriation and cultural knowledge production. The decolonial approach is presented as a critical literacy emergent tendency that searches for evidencing conflicts in the formation of archives, collections and common knowledge in its power relations of historic social constructions. Decolonial theory have been unfolding in many areas and bringing diverse questionings focusing on the plurality of knowledge and ethical preservation, especially on ethno-racial relations. This article tries to broad the field of information science production pointing to a fictional problematic frontier of meaning making, dispute and collective reality. Looking for support on a psychoanalysis approach to cultural trauma, Lacan's symbolic contribution helps to evidence perspectives on ways of reporting and constituting social conflict with development of archival devices, communication contends and social memory. The biographical and performance artistic aspects presented, complements decolonial perspectives in what is referred to as “neo-documentalism”, in the field of Information Science, as a poetic character intrinsic in critical literacies of information. Abstrato (pt): Relaciona a crítica dos arquivos no debate decolonial pela apropriação social da informação e produção cultural do conhecimento. A abordagem decolonial se apresenta como um letramento crítico evidenciando conflitos na formação dos arquivos, acervos e do conhecimento comum em suas relações de poder e construção histórica social. As abordagens da psicanálise de Lacan para o trauma cultural ajudam a apoiar perspectivas sobre as formas de relatar e constituir conflitos sociais com o desenvolvimento de dispositivos e conteúdos simbólicos arquivísticos. Os aspectos biográficos e performáticos apresentados complementam a perspectiva decolonial no que se denomina “neodocumentalismo”, no campo da Ciência da Informação, como caráter artístico intrínseco aos letramentos críticos da informação.

Science Fiction, Philosophy, and Politics

This chapter examines the 1968 film as an intuition pump designed to potentially move audiences toward a positive attitude toward civil rights by allegorically projecting racial relations in terms of the unjust ape-to-human relations portrayed in the movie.