LITERACY (IES), ETHNIC-RACIAL RELATIONS AND SCIENTIFIC INITIATION FOR HIGH SCHOOL: THE RELATIONSHIP BETWEEN THE PRODUCTION OF KNOWLEDGE AND THE TRANSFORMATION OF THE SCHOOL SPACE
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Abstract
This paper aims to think about the centrality of the survey with high school students in order to build knowledge that promote anti-racist education and deconstruction of prejudice in the light of the proposal of the Federal Law 10.639/2003. This article will focus on the results of students research linked to the Scientific Initiation Program for High School (PIBIC/EM - Brazilian abbreviation) in CEFET/RJ that between 2011 and 2014, worked in the research project “Ethnic-racial relations’ Literacy (ies): a pedagogical proposal to destabilize stigmatized identities”. Based on a vision of speech as a social practice and understanding literacy (ies) as a plural and ideological build, the PIBIC-IN fellows developed subprojects seeking to promote a reflection about the values, beliefs and identities discursively constructed around the ethno-racial relations. From the media texts analysis of classroom interactions or generated in research interviews, the subprojects of scholarship students contributed to the discursive destabilization of prejudices and stereotypes circulating in ethno-normative discourses.
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