Abstract

SOUZA FILHO, Edson A. de. Modelos socioculturais na família e na escola, segundo autodefinição étnica. Ensaio: aval. pol. públ. educ. [online]. 2002, vol.10, n.36, pp.375-402. ISSN 0104-4036.

We analyzed, among teachers and students, the representations of family members (RF) and school roles (RSR) of the best/worst teacher/student, according to ethnic self-definition. We observed students from high school (H, n=121) and teachers (Z n=48). They were black people (B), crossbred people (C), white people (W) and undefined people (U), from nine public schools from Rio de Janeiro. RF of WT and WS emphasized the interpersonal relations; BT and BS, the individuals; UT and US, emphasized both, contexts and individuals; CT and CS did not have common contents. RSR indicated that leadership/submission, and offer/demand of teachers/students' services were complementary, except for BT and BS, who shared the same speech on human rights and individual autonomy. Students' RFs with better school performance were about global individual personality (B), relatives' education (W, C), interaction/context (C), enlarged family (B) and subject education (C). Thus, white-christian emphasis on interpersonal relations both in family and at school, constitute one of the major obstacle for the social recognition of black people stress on individual and cultural group. We suggest studies about the bad performance students, whom have been negatively discriminated among their peers.

Keywords : Family; Ethnic; Religious Identity; Educational Roles; Representations.

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