THE EDUCATION OF ETHNIC-RACIAL RELATIONS IN SCHOOLS: AN ANALYSIS OF THE CONCEPTIONS OF GRADUATING STUDENTS OF ELEMENTARY SCHOOL

Authors

  • Isabel Bilhão Universidade do Vale do Rio dos Sinos
  • Cátia Silene Morera Secretaria Municipal de Educação - São Leopoldo/RS

DOI:

https://doi.org/10.17058/rea.v26i3.11706

Keywords:

Education of Ethnic-racial Relations, Elementary School, School Experiences.

Abstract

The article deals with the conceptions of education of ethnic-racial relations/ERER present in the testimonies of students from the Elementary School, from their trajectories in two schools of the municipal network of São Leopoldo/RS. The objective is to understand how students conceive the education of ethnic-racial relations from their school experiences and reflect on the scope of the implementation of Law 10.639/03 locally. In a qualitative approach, the study is empirically based on the analysis of the municipal legislation for ERER, interviews with pedagogical supervisors and the application of a questionnaire to the students. As a result, we discuss limits and possibilities of effecting an education of ethnic-racial relations in the schools studied and identify the knowledge/reflections built by the students on the theme based on their school experiences.

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Author Biographies

  • Isabel Bilhão, Universidade do Vale do Rio dos Sinos
    Doutora em História pela Universidade Federal do Rio Grande do Sul. Professora do Programa de Pós-Graduação em Educação da Universidade do Vale do Rio dos Sinos (UNISINOS).
  • Cátia Silene Morera, Secretaria Municipal de Educação - São Leopoldo/RS
    Pedagoga e Mestra em Educação pela Universidade do Vale do Rio dos Sinos (UNISINOS/RS), Professora na Rede Municipal de Ensino de São Leopoldo/RS

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Published

2018-11-22

Issue

Vol. 26 No. 3 (2018): Dossiê: 10 Anos do PPGEdu UNISC

Section

Dossiê Temático: 10anos PPGEDU UNISC

License

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How to Cite

THE EDUCATION OF ETHNIC-RACIAL RELATIONS IN SCHOOLS: AN ANALYSIS OF THE CONCEPTIONS OF GRADUATING STUDENTS OF ELEMENTARY SCHOOL. (2018). Reflexão E Ação, 26(3), 7-21. https://doi.org/10.17058/rea.v26i3.11706