A identidade negra no contexto escolar: um estudo na Unidade de Educação Básica Darcy Ribeiro

Abstract

This research deals with the black identity in the school context. The context investigated was a municipal school in the city of São Luís, named: "Basic Education Unit Darcy Ribeiro". The main objective of the study was to investigate how the Basic Education Unit Darcy Ribeiro develops the curricular work, addressing the contents of Afro-Brazilian and African history and culture, aiming at the implementation of a proposal for intervention in the perspective of construction and reconstruction of the black identity of teachers and students of the 8th grade of Elementary School. The conceptions of identity and black identity are discussed and a historical retrospective of black ethnic-racial identity is made in Brazil. In order to articulate with the understandings about identity, a section, entitled School, curriculum, formation and identity construction, is made, in which the role of the school in the perspective of pointing out the curricular work regarding the contents of history and Afro-Brazilian and African culture. In continuity, the empirical section characterizes the researched school, the methodological pathways, the discussion of the data and the description of the intervention product of the research, which was given through the Notebook of Didactic Orientations in the form of Didactic Sequences in the light of Project The Color of Culture. It was supported by theoretical authors, such as: Cavalleiro (2001), Corazza (2013), Goffman (1999); Munanga (2008); Sousa e Fino (2007), Thurler (2001), among others. In the Methodology, a qualitative, case-study approach was chosen. As data collection instruments, we used questionnaires and semi-structured interviews and recorded the participant observations in Diário de Campo. The subjects of the research were the students of the eighth grade, the General Manager, the Coordinator of the students, a Portuguese Language Teacher and an Art Teacher. With the research, it was concluded that the school studied did not develop a black identity formation, however, through the interventions, it was possible to develop this formation, since it allowed to change a conservative paradigm to a multiethnic paradigm.