Publicidade e racismo: a educação como meio combativo às propagandas racistas

Abstract

This work proposes to highlight the relationship between racism and some advertisements, which permeate the journalistic environment, from the images conveyed, as well as the language used. It does not intend to exhaust the theme nor to make it unprecedented, but to add to the existing discussion, bringing some pertinent concepts, such as: Structural Racism, through the work of the lawyer, university professor and current Minister of Human Rights and Citizenship in Brazil, Silvio Luiz de Almeida – What is Structural Racism? (2018) and Linguistic Racism, through the book by author Gabriel Nascimento dos Santos - Linguistic Racism: the undergrounds of language and racism (2019) pointing out how the media reflects everyday social imaginaries that precede it and how what is conveyed goes beyond the screens, in a perverse reciprocal relationship. Demonstrating, historically, how the black person is included (when it is) in television discourses, the persistence of the stereotyped and stigmatized image, based on some nationally presented examples. Witnessing how the construction and relationship of – image – racism is carried out, with the intervention of the theories of the writer Patrick Charaudeau, with his text Discurso das Mídias (2010). In addition to noting, criticizing and reflecting on impunity in relation to such advertisements, from the perspective of Law n. 7,716/1989, which criminalizes racism and provides for punishment, as well as the permanence of commercials with racist content, in modern times. Based on the aforementioned facts, the text, in its final stretch, explores the ways in which the school can and should be an active tool, becoming anti-racist. The activities and practices must be grounded and supported by the support of Law n. 10.639\2003, which guarantees the teaching of Afro-Brazilian History and Culture, which certainly includes dealing with the contents discussed above. In this way, to humanize the environment and the school relationship and everything that involves it, by extension, because the school and\the educators\es have a fundamental role in any type of epistemological change, in fact, it is precisely for Education and all\os to those that are related that the transformation needs to begin!