Cotas raciais no cotidiano da rede municipal de ensino de Porto Alegre : implicações para a educação das relações étnico-raciais

Abstract

This research aimed to understand which implications to the education on ethnic-racial relationships can be observed when African-Brazilian teachers are inserted in the Porto Alegre/RS’s City Educational System through racial quotas. With this objective, the study investigated these teachers’ perceptions regarding their pedagogical practices. Practices which are related to the education of ethnic-racial socialization and its correlation with the admission of teachers through racial quota in the City Educational System of Porto Alegre/ RS. It is a qualitative study in the format of a participant research, according to Brandão, having as base the theoricalmethodological concepts of research with everyday life proposed by Alves and Garcia, and Bardin as a reference for the result analysis .The research was performed with 1 male and 2 female teachers who work for Porto Alegre’s City Educational System, hired via admission exams with and without the racial quota criteria. The results allow us to defend the thesis that “The presence of African-Brazilian quota teachers in the City Educational System changes the school life and concretize a pedagogical project that aims to make the Law 10.639/03 actually effective”. The main theorical references that sustain the argument of the thesis are Carneiro, Munanga, Silva, Santos, Pereira, Fernandes, and Gomes. The main results of the research, besides the confirmation of our thesis, are the elaboration of suggestions to build a city plan in order to implement the national curriculum guidelines for the education on ethnic-racial socialization, and for the African-Brazilian and African history and Culture of Porto Alegre; and the creation of a list of the main topics developed in Education on ethnic-racial socialization (ERER) in the City Educational System of Porto Alegre/RS (RME/ POA).