A imagem do negro em manuais para o professor: uma análise linguístico-discursiva e ideológica


IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia




In this study, we aim at investigating how the image of the Negro is build, by both language and discourse devices, in two books that belong, respectively, to the II and the IV Kits of Afro-Brazilian Literature for teachers of municipal schools in Belo Horizonte/MG, in compliance with the Law Nº 10.639/03. The books are: Bonecas negras, cadê? O negro no currículo escolar: sugestões práticas, by Maria Zilá Teixeira de Matos (2004), and Africanidade e afrobrasilidade: orientações metodológicas para a implementação da lei 10.639/03, by Jorge Arruda Bezerra (2009). We also took into account the ideology such books convey, since there is no discourse without ideology. For this purpose, we relied on contributions from the French Discourse Analysis, specially, from Maingueneau (1997, 2008a, 2008b) and Brandão (2004), but also from Thompson (2009), who is linked to the Critical Discourse Analysis. The results allowed us to identify that in Matos (2004) the pedagogical discourse produced, despite claiming the contrary, belongs to a racist discourse and to an hegemonic ideology, while Arruda (2009) establishes a new relationship with information about black history and culture, thus belonging to an anti-racist discourse and to a counter-hegemony ideology. In this way, in Matos (2004), the teacher.s role is to reproduce the exclusionary and discriminatory dynamics of society, whereas in Arruda (2009), on the contrary, he is seen as a professional whose role is to guide a changing process. The analysis also showed us that the book written by Arruda (2009) is in accordance with the law, but not the one written by Matos (2004). As far as the Negro.s image is concerned, we found out that Bonecas negras, cadê? builds a negative image of the Negro with themes such as subordination, inferiority and submission, while in Africanidade e afrobrasilidade, the Negro.s image is positive: he has a past and a present life of fight and richness, despite slavery and other negative aspects that are linked to his existence. Thus, in Arruda (2009) we have a new reading of black history and culture, which emphasizes the Negro.s importance in the constitution of Brazilian society.


analise lingüística (lingüística) teses. análise do discurso teses. negros educação belo horizonte (mg) teses. livros didáticos influências tendênciosas belo horizonte (mg) teses. professores formação minas gerais teses. racismo nos livros didáticos belo horizonte (mg) teses.

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