Branquitude e educação : um olhar sobre a constituição das subjetividades raciais no ambiente escolar.

Abstract

Considering studies on whiteness and education, as well as looking through Foucault’s lenses in relation to discursive practices and the subject’s constitution, this research embraces race relations and racism in the school environment. The research problem consists in analyzing how the discourses in relation to racial issues are arranged in the school environment, based on the narratives of teachers and other agents involved in public basic education in the city of Santa Cruz do Sul / RS. Teachers’ narratives, and education agents carry with them premises that are analyzed to understand what truths mingle in relation to the idea of "race" and how discursive practices on racism are constituted in the education field. The discursive corpus of the research is produced through the research technique known as focus groups and the subject’s conversations transcriptions. The corpus analytical discussion is carried out based on The Discourse Analysis (DA). According to the Foucaultian lenses. The work is structured with two theoretical chapters referring to the discussions, the first one is "Whiteness and education: problematizations", and the second is the "Social dynamics of racism and whiteness in Brazil", which operate as a reflective contribution to the analytical discussions. Regarding the chapter "The whiteness’ discursive crossings", the analysis of the discursive corpus is carried out through the structure of nine sub-topics that envision the concerns proposed in the research objectives, dealing respectively with the following topics: (I) Invisibility and denial of racism, (II) meritocratic discourse and racial democracy myth, (III) reverse racism origin, (IV) racism, education, and labor market, (V) the role of the school, the teacher and the law 10.639 / 2003 about anti-racist education, (VI) the importance of representativeness in the school and teaching materials, (VII) discussions about racial quotas, (VIII) social mobility and racial borders issues in relation to urban spatiality, and finally (IX) the discursive practices about racism that mingle in school as a reflection of society. Finally, a theoretical-reflective chapter is proposed named "Neoliberal Ethos, Education and Becoming." In which the meritocratic discourses that emerged in the research are related to the contemporary neoliberal context. To conclude, it shows that the discourses of whiteness ratify the construction of an educational system based on an ideal of whiteness, that is, having the constitution of white identity as a norm, which directly influences the subjectivation process in the school environment.