Pereira de Souza e Souza, Angélica Aparecida; http://lattes.cnpq.br/7213546128317060
Resumo:
The proposed study aims to explore how the concepts of identity and culture intertwine in the
formation of the notion of cultural identity associated with structural racism in the context of
public high school education in Brazil. The general objective of this dissertation was to
investigate, from the perspective of cultural identities, how the identity perceptions of young
Black public high school students are constructed through a bibliographic research, followed
by the following specific objectives: 1)To analyze, within the history of basic education, the
processes of antiracist struggle and resistance that strengthen cultural identities of value,
starting from the 1988 Constitution; 2)To understand how ethnic-racial and cultural diversities
are addressed and incorporated into high school education; 3)To conduct a bibliographic
review of the literature on cultural identity, racism, and high school education in the Google
Scholar scientific database.To achieve the proposed objectives, the research adopted a
qualitative approach of an exploratory nature, defined as bibliographic research, to investigate
the debate on the relationship between cultural identity and racism in high school education
based on bibliographic sources cataloged in the Google Scholar scientific database. The
descriptors “cultural identity”, “cultural identities”, and “racism” were used to carry out the
search in the chosen database. The inclusion criteria adopted to build the research corpus in
this platform were: books, articles, theses, and dissertations published between 2013 and
2023, written in Portuguese, within the field of Human Sciences and Applied Social Sciences
of the CNPq. Data were analyzed using the textual discourse analysis method. The
dissertation was structured into three sections. In the introduction, the first section, the object
of study, objectives, and methodological path were presented, considering the steps for
carrying out the bibliographic research. In the second section, the intersections between
education, antiracism, culture, and Black identity were discussed. In the final section, the
struggles of the Brazilian Black Movement for an antiracist education were emphasized,
including an analysis of high school education in Brazil with a focus on social movements for
education, and the inclusion of Laws 10.639/2003, 11.645/2008, and Resolution 01/2004,
which establish guidelines for the teaching of Afro-Brazilian, African, and Indigenous History
and Culture. The findings of the research revealed a limitation in the production of materials
in the literature that highlight ethnic culture and identity in Brazil. This work seeks to
contribute to the understanding of the complex relationship between cultural identity and
structural racism in the field of basic education, with emphasis on high school, offering
important insights for the development of more inclusive and egalitarian educational policies.
