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dc.contributor.advisorStreck, Danilo R.
dc.contributor.authorChagas Neto, João Evangelistapt_BR
dc.date.accessioned2015-03-04T19:59:49Z
dc.date.accessioned2022-09-22T19:03:28Z
dc.date.available2015-03-04T19:59:49Z
dc.date.available2022-09-22T19:03:28Z
dc.date.issued2006-02-20
dc.identifier.urihttps://hdl.handle.net/20.500.12032/56448
dc.description.abstractThe objective of this study is to identify the mechanisms of exclusion of the Afro-Brazilian in a specific place: the public school. Considering modern conceptual categories such as citizenship, social inclusion and equality, I investigate if there is a concurrence in the meaning of the legitimate discourse – that is present in the formal space of teaching - and the meaning that is assigned to the social phenomena by the research subjects about from their environment. The empirical part of this study was carried out with Afro-descendant students which were in the 8th grade of primary school in a school located in the outskirts of Porto Alegre. A qualitative analysis was performed. The data was collected mainly through a questionnaire that was applied individually, and a semi structured group interview. Based on the data analysis I concluded that the categories on which the public school acts uncritically did not reflect the reality of the Afro-descendant student. When the public school acts uncritically consen
dc.description.sponsorshipNenhumapt_BR
dc.languagept_BRpt_BR
dc.publisherUniversidade do Vale do Rio do Sinospt_BR
dc.rightsopenAccesspt_BR
dc.subjectinclusão socialpt_BR
dc.titleEscola: possibilidades e desafios da inclusão autônoma do afro-brasileiro a partir de categorias revisitadas da modernidadept_BR
dc.typeDissertaçãopt_BR


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