'Race'/Ethnicity in Brazilian Schools
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ADDRESSING 'RACE'/ETHNICITY IN BRAZILIAN SCHOOLS: A STUDY OF EFL TEACHERS APARECIDA DE JESUS FERREIRA A thesis submitted to the Institute of Education University of London for the degree of Doctor of Philosophy, November 2004. ii ABSTRACT Cultural plurality as a cross-curricular theme (CPCCT) is an issue that has been intensely discussed in recent times in Brazil, largely due to the implementation of new National Curriculum Parameters (PCN) in 1998. This study examines the ways in which English as a Foreign Language (EFL) teachers understand and address CPCCT, and more specifically 'race'/ethnicity in education. The background argument of my thesis is that unless teachers understand issues surrounding 'race'/ethnicity, CPCCT in schools will not be adequately addressed. As the 'myth of racial democracy' still holds much power in Brazil it is important to understand the context in which teachers work. This research is largely qualitative. Methods used to gather data included (i) a questionnaire, (ii) interviews, (iii) a workshop in which teachers developed materials on the theme of 'race'/ethnicity and (iv) classroom observation of these materials in use. This thesis uses the framework of Critical Race Theory (CRT) to examine teachers' accounts and practices. The use of CRT as an analytical tool was important because it clearly demonstrated the way that injustice and inequality related to 'race' occur in Brazil. My findings indicate that teachers' interpretations of CPCCT are very broad, and issues relating to 'race'/ethnicity are not often considered. The barriers that teachers face in their work environment contribute to them not addressing issues of 'race'/ethnicity in the classroom. Although, the experience of the workshop allowed teachers to reflect on the role of collaborative work, and most of them gained more confidence about teaching the issue of'race'/ethnicity, it was clear from the observations that most teachers reproduced rather than challenged existing social relations when they used the materials. Dealing with issues of 'race'/ethnicity in schools requires more than legislation, the provision of curriculum materials and teachers' commitment. Issues of pedagogy are crucial. The research demonstrates that unless teachers' professional development in the area of CPCCT is put in place, issues around 'race'/ethnicity will continue to be inadequately addressed. iii To Whom It May Concern: I declare that this is my own work. hnA"')t'~ ~ JP~~~t\fjfHie Jesus Ferreira iv Dedication To all voices who are oppressed and not heard, and to my mother (mae). v ACKNOWLEDGEMENTS I would first like to thank all the teachers who contributed to this study, particularly Ame, Barbara, Carmen, Daniel, Elisa and Fabia (not their real names) for their valuable thoughts and experiences that they shared with me and their kindness and generosity for opening their classrooms to me to observe their lessons. I would also like to thank them for their participation in the workshop, time that they could have spent with their relatives and friends. I also want to show my appreciation of their persistence, bearing in mind their working conditions, and say that without their help and support this research would not have been possible. I would also like to thank all school staff for making me feel so welcome during the course of my research. I would like to express my sincere gratitude to my supervisor, Professor Sally Power for all her encouragement, guidance, support, wise advice and kind words when I thought I could not go further. Thank you for showing me the way and for giving me hope. The experience of having Sally as a supervisor was one of constant learning, support, hard work and joy. I would like to thank SETI (Secretaria do Estado da Ciencia, Tecnologia e Ensino Superior) for the award of a studentship. Thanks are due to Unioeste (Universidade Estadual do Oeste do Parana) for supporting my study leave (all lecturers of the Letras cour$e committee). The University also helped with partial costs of the photocopies of the material produced. Thanks also to my former students of the Letras course that helped me with the transcriptions of the tapes. I want also to thank the assistance of Sonia Lemanski/PRPPG. I want also to thank Dr. Aparecida Feola Sella (CECA director) for her assistance and Professor Rosana Quirino. I also want to express my gratitude to Dr. Heloisa Luck, Leda Cordeiro, Dr. Maria Figueiredo-Cowen and Dr. Michael Reiss (coordinators of the Parana Program) for their assistance throughout my PhD. I also want to thank Dr. David Lambert (former coordinator and former supervisor). My thanks also go to Professor David Gillborn for his valuable advice at my upgrade and his suggestions as a reader of my thesis before my viva. Thanks also to Dr. Andrew Brown for his valuable advice at my upgrade. I would like to thank Sean Stroud for his trust, support, belief, kind words, love, and challenging conversations about my research that made my PhD special. I also want to thank him for helping with the proof reading of my thesis, time that he took from his own doctoral studies. Thanks to all my colleagues that shared with me their experiences throughout this process: (all colleagues of the Parana group, in particular Jefferson Mainardes). The experience of being a student at the Institute of Education allowed me to make several friends and to participate in study groups that provided me with valuable feedback and friendship: my African friends from the diaspora, John Aswanzy - Ghana/US, Ernest Munowenyu - Zimbabwe, Patricia Smith - South Africa. Thanks also to Paulo Botas - ---- i I vi Brazil/England; Mabel Encinas, Ana Isabel Leon - Mexico; Michael Fennel, Brenda Murray, John Colbeck - England, Ourania Filippakou - Greece and Namrata Sharma - India. My friends Ivone Batistella, Claudia Mendes, Elton Massoni, Pericles Pinto, and Emilia Portero are also remembered for their encouragement and support. I want also to thank the Institute of Education staff who made us (Parana PhD students) feel so welcome particularly, Professor Geoff Whitty (director), Professor Louise Morley, Dr. Alex Moore, David Warren, Dr. Loreto Loughran, Professor Ingrid Lunt, Catherine Haberfield, Neal Carr, Jose Soares, and all the staff of John Adams Hall. I want also to thank Dr. Catherine Wallace, and Dr. Amos Paran for the insights in the course of material development (TESOL), and Dr. David Block and Dr. Norbert Pachler for the comments of my research. Last but not least, I want to thank my wonderful family for their support, love, care and kind words. Special thanks are due to my mother Maria da Grac;a de Jesus (mae) for always encouraging me to 'dream' and for being a strong woman (as a single mother). Thanks also to Jonathan Ferreira, Ihego Ferreira, Antonio Ferreira, Angelo Ferreira, Eli, Rafael Ferreira and Jose Ferreira. vii TABLE OF CONTENTS Abstract ii Dedication iv Acknowledgments v Table of contents vii List of tables ix List of figures ix List of abbreviations x INTRODUCTION 1 Purpose, Context, Argument and Organization 1 CHAPTER 1 - THE BRAZILIAN CONTEXT 7 The 'myth of racial democracy' 9 CHAPTER 2 - CULTURAL PLURALITY AS A CROSS·CURRICULAR 23 THEME: AN OVERVIEW National Curriculum Parameters 26 Cultural plurality as a cross-curricular theme: the educational 39 context in Brazil CHAPTER 3 - 'RACE'/ETHNICITY IN BRAZIL: TOWARDS CRITICAL 51 RACE THEORY IN THE LIGHT OF ANTI·RACIST EDUCATION Implications of the use of the term 'anti-racism' 51 Multicultural and intercultural education issues: the need to move 57 towards Critical Race Theory (anti-racist education) CHAPTER 4 - METHODOLOGY 68 Chosen methodology 68 Data gathering context 71 CHAPTER 5 - TEACHERS' ORIENTATIONS TO CPCCT 93 Teachers' perceptions to CPCCT 94 Variation between respondents: teachers' ethnicity 100 Black and white teachers' voices: how they are different 110 CHAPTER 6 - TEACHERS' PROFESSIONAL DEVELOPMENT 118 Lack of preparedness 119 Teachers' priorities 130 Barriers 136 viii CHAPTER 7 - THE WORKSHOP 146 The need for the workshop 147 Components of the workshop 161 CHAPTER 8 - MATERIALS IN USE 173 Materials in use 173 Colour-blindness 177 The right strategy or technique 181 Interrogation 184 Ticking the 'race' box 188 There is only one history of Brazil 193 'Race' is always present 197 CHAPTER 9 -EVALUATING THE EXPERIENCE 208 'Race'/ethnicity is no longer a taboo issue 209 Black and white teachers have different issues 211 Perceived impact on students 219 Perceived impact on teachers' identity 224 Importance of collaborative work 227 Continuing issues 229 CONCLUSION 237 'Race'/ethnicity, the Brazilian context and peN 237 'Race'/ethnicity and professional practice 239 'Race'/ethnicity: some reflections 242 'Race'/ethnicity and latest changes 246 Reflection on future research 248 REFERENCES AND BIBLIOGRAPHY 249 APPENDICES 280 Appendix 1- Teachers' questionnaire 281 Appendix 2- Teachers'interview 290 Appendix 3- Classroom observation categories 292 Appendix 4- Schedule of data gathering. 293 Appendix 5- Approval - Letter to NRE (Local Education Authority) 295 Appendix 6- Reflection sheets 296 Appendix 7- Reflection sheets schedule and purpose 305 Appendix 8- Schedule of the workshop: material development 306 Appendix 9- I Material developed in the workshop (4 Units) 308 Appendix 10- Evaluation interview 321 Appendix 11- Table of all data gathered 322 Appendix 12- Translation of the colours used by Brazilians found by 323 the IBGE census. ix LIST OF TABLES Table 1.1 Distribution of the population by colour and race 12 Table 1.2 Number of school years by colour 13 Table 1.3 Percentage of students' entrance to Federal and State 14 universities in Brazil Table 1.4 Number of Afro-descendents university lecturers and 14 researchers Table 3.1 Issues identified by researchers in the broad field of 59 education and in the field of EFL in Brazil addressing multicultural and intercultural education Table 3.2 Issues suggested to be considered in schools working 63 towards CRT in the light of anti-racist education.