Resumo

SANTOS, Antônio Luís Parlandin dos; SILVA, Glauber Ranieri Martins da  e  GONCALVES, Arlete Marinho. Mental map of the social representations of the teachers of the fundamental education on the ethnic-racial education. Rev. Diálogo Educ. [online]. 2020, vol.20, n.66, pp.1311-1331.  Epub 01-Out-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.066.ds16.

This study aimed to analyze the constitution of social representations of elementary school teachers about ethnic-racial education and the implications for their pedagogical practice. It has the Theory of Social Representations as its theoretical and methodological reference and brings as fundamental categories "education", "racism" and "coloniality". The approach is qualitative, with the Technique of Evocation of Words for the production of data by the teachers of the elementary school of a public school and the Mental Map for its analysis. The course of this study leads us to a psychosocial view of education for ethnic-racial relations today. We question the comfortable place that a hegemonic perspective of science and research - shaped by modern / western / Eurocentric history - would take us. Hence the problem of this study: How are the social representations of elementary school teachers about ethnic-racial education and what are the implications for their pedagogical practice? The results reveal that the social representations of elementary school teachers about ethnic-racial education - in a different context of socio-cultural, political-legal, economic and educational changes, engendered since the process of redemocratization in Brazil - present ambiguous perspectives, which in some moments can reproduce racism, prejudice and racial discrimination via education, but in addition to sensitive changes to the vision, a “symbolic territory” with “fertile soil” so that new changes can be realized in society and in school life has been built from approximations of the intercultural perspective as a reference demanded by male and female students and driven by the organization and mobilization of the Black Movement.

Palavras-chave : Social representations; Teaching practice; Interculturality; Ethnic-racial education.

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