Interferências da branquitude nas práticas-pedagógicas : o que sabemos e fazemos sobre o tema?

Abstract

The main question of this research is to answer what teachers who declare themselves white and work as educators in the initial years of primary school in the municipal public school system in the city of Santos, think and do about the possible interference of whiteness in their pedagogical practices. The aim was to investigate and analyse the discourses and representations that the interviewees presented, based on Discourse Analysis, about their notions of whiteness and how their racial belonging affects their teaching practices. To this end, semi-structured interviews were used as a data collection strategy to capture the interviewees' understandings of the subject and thus advance the understanding of the research problem. This is a qualitative study based on a dialectical perspective that used the theoretical framework of FREIRE (1967, 1984, 1997, 2004), FRANCO (2005, 2012), hooks (2017, 2021), CANDAU (2011, 2012), ALMEIDA(2019), BENTO (2022), SCHUCMAN (2014, 2020), CARDOSO (2010, 2014), MÜLLER and CARDOSO (2017), KILOMBA (2020), FOUCAULT (2002, 1975) and PÊCHEUX (2014). The findings of the research showed that the teachers are unaware of the concept of whiteness and are convinced that there is no structural racism that permeates pedagogical relationships; they find it difficult to develop pedagogical work when the content deals with slavery and racism; they teach children that we are all the same, reinforcing the false idea of racial democracy and they assessed that the racial debate and the theme of whiteness need to be integrated into training subjects in undergraduate courses.