| Full text | |
| Author(s): |
Total Authors: 2
|
| Affiliation: | [1] Université Lumière Lyon 2. Laboratoire Education, Cultures, Politiques - França
[2] Universidade Estadual de Campinas - Brasil
Total Affiliations: 2
|
| Document type: | Journal article |
| Source: | Cad. Pesqui.; v. 51, 2021-06-11. |
| Abstract | |
Abstract Racial discrimination is a social practice that has historical origins in Brazil. Its presence is naturalized in the school space due to the structural racism of Brazilian society. This article seeks to answer the following question: How do teachers act when facing situations of racial discrimination? The answer to this question is inspired by pragmatic sociology, which provided theoretical and methodological support for a sociological ethnography, collecting narratives from teachers in the form of interviews on teaching practices in the face of real situations in which racial identity is mobilized. In addition to confirming the difficulty of teachers to deal with racism as a reflection of Brazilian society, the data revealed that investment in teacher training is more productive when teachers have good working conditions. (AU) | |
| FAPESP's process: | 19/09919-3 - Brazilian racialization: an analysis of the implementation of the hetero identification commissions in the admissions processes by public universities |
| Grantee: | Adriana Santiago Rosa Dantas |
| Support Opportunities: | Scholarships in Brazil - Post-Doctoral |
| FAPESP's process: | 15/22243-8 - Teaching practice and the religious debate |
| Grantee: | Gabriela Abuhab Valente |
| Support Opportunities: | Scholarships in Brazil - Doctorate |