A diretora escolar e as políticas educacionais de promoção da igualdade racial na rede municipal de ensino de Ituiutaba-MG

Abstract

This dissertation intends to analyze the perceptions and perspectives of the school principal of basic education of Ituiutaba regarding the introduction of educational policies to promote racial equality in the school context. The principal is seen as the one who coordinates and directs educational policies in the school context. To carry out this work, I approach the relationship between ideology and racism, and how race and racism concepts are constructed through pseudoscientific theories until they reach the Brazilian context. I also address the benchmark of the racial issue as a public policy through the mobilization of the Black Movement, the course of the public policies to promote racial equality in the government of FHC, LULA, DILMA and TEMER, and the national debate on combating racism, through the holding of conferences to promote racial equality. I used historical and dialectical materialism as a method, and science of history that allows us to look at reality in its deepest and most concrete aspects, which are the processes of exploitation and capitalist social exclusion, including racism. This research is qualitative in nature and its methodology consisted of documentary research, through the survey and consultation of official documents, such as: Laws, decrees, resolutions, opinions, and bibliographical research. The instrument for data collection consisted of applying a questionnaire. The subjects were 12 school principals from the municipal network of Ituiutaba. The analysis of the questionnaires revealed a certain ambivalence among the principals in relation to some answers. Although the principals claim that they practice their management oriented towards proposing an anti-racist education, paradoxically, their answers reveal that they do not have in-depth knowledge about the policies to promote racial equality legislated for education, which compromises the actual implementation of these policies. It is also noticed a divergence between their leadership role in relation to these policies. For some, their role is essential because they exercise a leadership role within the school (50%); for others (50%), despite having a fundamental role in causing changes towards racism, they consider that this role is not restricted to them. However, these principals have an important political and pedagogical role in the perspective of enabling laws 10,639/03 and 11,645/08 to materialize in the school's pedagogical practices. Without an active and encouraging role, on the part of the school director, and on the debate around issues such as racism and policies to promote racial equality – some leave it to the teacher –, it will be difficult to recognize the school as a space for transformation, where everyone is treated with equal opportunities leading to racial equality in this context. The racial theme implies a consistent work, markedly conflicting, but necessary, and it is important to seek knowledge and training so that there is a change in discourse.