Senses Attached to the Processes of Teaching and Learning of a Black-young Community in a Public High School

• Grant number: 22/04396-5
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: November 01, 2022
• End date: October 31, 2023
• Field of knowledge: Humanities - Psychology - Social Psychology
• Principal Investigator: Cláudia Aparecida Valderramas Gomes
• Grantee: Samara de Souza da Cruz
• Host Institution: Faculdade de Ciências e Letras (FCL-ASSIS). Universidade Estadual Paulista (UNESP). Campus de Assis. Assis , SP, Brazil

Abstract

This study intends to investigate what are the senses attached to the processes of teaching and learning of a black-young community in a public high school from the countryside of the São Paulo State, considering the structural racism complexities. The approach used will be Cultural-Historical Psychology. Initially, a bibliographic research will be carried in order to select scientific contributions related to the following themes: education in Brazil, ethnicity and race, cultural-historical psychology and the sense category; published in the last decade (2013-2022) in databases such as the SciELO electronic library, PePSIC and Capes journals. Thereafter, in the field stage, empirical data will be produced through interviewing one student from each year of high school (1st, 2nd and 3rd), based on a semi-structured script. Data will be analyzed via Content Analysis, a technique proposed by Laurence Bardin (2011) and based on three analyses' phases: (i) pre-analysis, (ii) the exploration of the material, (iii) treatment of results, inference and interpretation. This methodological foundation aims to understand the sense of communication, going beyond immediate information in search of the essence of the contents. The expected results are to discuss the outcomes of the analyzed dada considering the issues mapped in the bibliographic stage, which highlighted the complexities of ethnic-racial relations and education in Brazil, emphasazing on racial prejudices, contributing to the developmente of anti-racist psychological and pedagogical strategies.