BURITY, Maézia Santana Fernandes.; http://lattes.cnpq.br/5564732132055068; BURITY, Maézia Santana Fernandes.
Resumen:
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.