Encontros, desencontros e resistências: olhares de jovens negras/os sobre as relações étnico-raciais na escola

Abstract

This dissertation aimed to investigate how the ethnical-racial relationships express themselves in the experiences of socialization of the black youth at the Technical School of UFMG (Coltec) during the breaks. To do so, it employed the investigative strategies of participative observation and the realization of two discussion groups, with black students. The analysis of the ethnical-racial relations were organized departing from the following aspects, 1) who is or can be black at Coltec?; 2) the racial quotas and the relations with the black experiences at the school; 3) the impact of the black aesthetic at the school; 4) the characteristics of humor during the breaks and the limits between jokes and racism; 5) the specificities of the black experiences during the breaks and at the school; and 6) the expressions of the pact of the white people at the school and during the breaks. In general, the research highlighted that the students have an active role in the development of a leisure curriculum, mainly through the student council, in the construction of different cultural, artistic, sportive and academic events. Such curriculum is constructed amid a school whose culture permits autonomy and freedom, but which is also demanding and has as basis a grade system in a full-time shift. In this context, the black students have specificities in their experiences of socialization at the school, which are crossed by different expressions of racism (to mention some, the thematic of miscegenation, the recreative racism, the institutional racism, and the symbolic racism); by black aesthetic; by black self-esteem; and by the processes of becoming black. Although, the breaks also revealed potentialities of the presence of black students in aa elite scholar institution that enables the construction of “Afrotechnologies” of resistance departing from the Black Movement of Coltec; the reinforcement of the black aesthetic that enables becoming a positive black; the entrance of the black culture at the school; the formation of non-black students through the black experience; the construction of small black friendship associations; the protagonism of blacks in the organization and execution of sportive events; and the anti-racism struggle of black students during the breaks. The results revealed that the research about different times and spaces at the school, among them the breaks, can boost new perspectives that allow to acknowledge in a broaden way the experiences of the youth as students, contributing, then, to the construction of anti-racists educational programs.