Reflexões acerca do preconceito étnico-racial em uma Escola Estadual de Cajazeiras - PB.

Abstract

We work in this monograph the ethnic racial bias in schools. The theme came from the stage, in Elementary School I, which made me pay attention to the relevance of this research. Even facing countless preconceived situations in our society, we realize the seriousness of the problem within the classroom. The starting question is: How does the school / teacher deal with the issue of ethnic-racial prejudice and what actions are developed so that this theme is actually worked out? To answer the question we have as general objective: To discuss about the ethnic-racial prejudice in a State School of the city of Cajazeiras-PB and as specific objectives: To verify how the school works on ethnic-racial prejudice; Analyze how teachers deal with the issue of ethnic-racial prejudice and Identify when ethnic-racial prejudice occurs in school. Based on this problem, we conducted a field study with the teachers of a public institution in the city of Cajazeiras / PB and verify what factors interfere in ethnic-racial relations. We start from the assumption that ethnic-racial prejudice is strongly linked to the way school relations are handled between students and the whole school community, to the curriculum that is adopted in educational institutions and to teaching actions, including the lack of teacher training, which makes the teaching process, African and Afro- Brazilian history and culture unfeasible, that leads the student to not really know the history of the black people. The research is based mainly on the theories of Bento (2011), Cavalleiro (2004) and Munanga (2005) among others, who collaborated to the conclusion that the child starts living with racism very early and that the school is responsible, in part, for the construction and dissemination of ethnic-racial prejudice relations.