Acesso dos afrodescendentes ao sistema educacional
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Arquivos
Data
2015
Tipo de documento
Dissertação
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Humanas
Modalidade de acesso
Acesso aberto
Editora
Autores
Silva, Robson Heinzen da
Orientador
Buss-Simão, Márcia
Coorientador
Resumo
A presente pesquisa em nível de mestrado teve como objetivo explicitar, compreender e analisar as Leis do Ventre Livre (1871) e Afonso Arinos (1951) nas suas dimensões contextuais indicando avanços e/ou retrocessos no atual processo de acesso dos afrodescendentes no contexto educacional formal. Considerando tal objetivo definiu-se como objetivos específicos: identificar o contexto histórico dos dois momentos históricos estudados; localizar o processo histórico da escolarização dos afrodescendentes a partir da Lei do Ventre Livre e da Lei Afonso Arinos; cotejar o contexto histórico em que foram gestadas essas leis com o atual estado das políticas de acesso dos afrodescendentes no processo de escolarização. Para alcançar tais objetivos elegeu-se como metodologia de pesquisa a análise de documentos, mais especificamente a Lei do Ventre Livre (1871), a Lei Afonso Arinos (1951), além de um cotejamento com a Lei 10.639 (2003). Porém, esta última não foi objeto de análise direta, apenas serviu como referência do atual estágio das políticas de acesso dos afrodescendentes à educação superior. A riqueza de informações que se pode extrair de tais documentos pode justificar o seu uso em várias áreas das Ciências Humanas e Sociais no sentido de ampliar o entendimento de questões sociais cuja compreensão necessita de contextualização histórica e sociocultural. Em especial, no que diz respeito à inserção dos afrodescendentes no contexto educacional formal. O referencial teórico de base para as análises teve sustentação em estudos que focavam as relações étnico raciais e de afrodescendentes. Nas análises evidenciou-se o cenário histórico e as transformações sociais ocorridas no Brasil que proporcionaram o advento da Lei do Ventre Livre e da Lei Afonso Arinos, bem como a influência do sistema econômico como um dos vetores que impulsionavam essas modificações na sociedade brasileira. Em uma análise ascendente das duas leis percebeu-se um avanço na medida que a Lei do Ventre Livre proporcionou o acesso dos afrodescendentes ao ambiente formal de educação ao libertar os nascidos após essa lei e no caso de seus senhores os entregarem ao governo poderiam aceder a instituições de educação formal. A Lei Afonso Arinos, por sua vez, fez vigorar uma garantia de permanência dessas pessoas na escola ao garantir que as matrículas dos mesmos não poderiam ser negadas e prever punição aos discriminadores e "contraventores".
This research on master's level aimed to explain, understand and analyze the Law of Free Birth (1871) and Afonso Arinos (1951) in their contextual dimensions indicating advances and / or setbacks in the current of African descent access process in the formal educational context. Considering this objective was defined as specific objectives: to identify the historical context of the two historical moments studied; locate the historical process of education of African descent from the Law of Free Birth and Law of Afonso Arinos; collate the historical context in which these laws were gestated with the current state of African descents access policies in the schooling process. To achieve these goals was elected as a research methodology the analysis of documents, specifically the Law of Free Birth (1871), the Law of Afonso Arinos (1951), and a mutual comparison with Law 10,639 (2003). However, the latter was not directly reviewed, only served as reference for the current stage of African descent access policies to higher education. The wealth of information that can be extracted from these documents can justify its use in various areas of the humanities and social sciences to expand the understanding of social issues whose understanding requires a historical and sociocultural context. In particular, with regard to the integration of African descent in the formal educational context. The basic theoretical framework for analysis had support in studies that focus on the relations ethnic racial and African descent. In the analyzes showed the historical setting and the social changes in Brazil that gave the advent of the Law of Free Birth and Law of Afonso Arinos, as well as the influence of the economic system as one of the vectors that drove these changes in Brazilian society. In a bottom-up analysis of the two laws was perceived as a breakthrough in the Law of Free Birth provided the access of African descent to the formal environmental education to liberate born after that law and in the case of their masters deliver them up to the government could access formal educational institutions. The Law of Afonso Arinos, in turn, did force a residence guarantee these people in the school to ensure that enrollment in these structures could not be denied and provide punishment for discriminating and "offenders".
This research on master's level aimed to explain, understand and analyze the Law of Free Birth (1871) and Afonso Arinos (1951) in their contextual dimensions indicating advances and / or setbacks in the current of African descent access process in the formal educational context. Considering this objective was defined as specific objectives: to identify the historical context of the two historical moments studied; locate the historical process of education of African descent from the Law of Free Birth and Law of Afonso Arinos; collate the historical context in which these laws were gestated with the current state of African descents access policies in the schooling process. To achieve these goals was elected as a research methodology the analysis of documents, specifically the Law of Free Birth (1871), the Law of Afonso Arinos (1951), and a mutual comparison with Law 10,639 (2003). However, the latter was not directly reviewed, only served as reference for the current stage of African descent access policies to higher education. The wealth of information that can be extracted from these documents can justify its use in various areas of the humanities and social sciences to expand the understanding of social issues whose understanding requires a historical and sociocultural context. In particular, with regard to the integration of African descent in the formal educational context. The basic theoretical framework for analysis had support in studies that focus on the relations ethnic racial and African descent. In the analyzes showed the historical setting and the social changes in Brazil that gave the advent of the Law of Free Birth and Law of Afonso Arinos, as well as the influence of the economic system as one of the vectors that drove these changes in Brazilian society. In a bottom-up analysis of the two laws was perceived as a breakthrough in the Law of Free Birth provided the access of African descent to the formal environmental education to liberate born after that law and in the case of their masters deliver them up to the government could access formal educational institutions. The Law of Afonso Arinos, in turn, did force a residence guarantee these people in the school to ensure that enrollment in these structures could not be denied and provide punishment for discriminating and "offenders".
Palavras-chave
Educação - Relações raciais, Escravos - Abolição Legislação, Educação - Aspectos sociais