A representação social do pardo e o ensino de ciências sociais: um debate a partir das publicações da Revista Cadernos da Associação Brasileira de Ensino de Ciências Sociais

Abstract

The present work aims to reflect, problematize and dialogue about the presence or absence of debates related to the identity formation of the brown population with the teaching of Social Sciences, through the contributions of the journal Cadernos da Associação Brasileira de Ensino de Ciências Sociais. To discuss our object of research, we started a priori from a historicalsociological rescue in order to understand the contradictions, tensions, and nuances with which we are faced in the present and which directly interfere in the theme. This work is articulated in four important moments: first, the historical rescue of the concept of race, as well as its demystification. The second moment refers to the formation of the Brazilian society, based on the assumptions that the Brazilian nation is composed of three major groups: the indigenous populations, the populations from the African continent, and the European populations. The third moment concerns the choice of methodology, which is a bibliographic review, based on the qualitative approach, which articulates a research strategy that takes into account the theoretical referential and the analysis carried out in the scientific journal Cadernos da ABECS. Finally, our fourth moment is the presentation of the main results found, in which we can say that the journal has a great potential to contribute to the debate about the formation of brown identity, since it has been based on the reflections of the teaching of Social Sciences from the materiality of the classroom, i.e., real discussions that contribute to the formation of a critical and participatory consciousness, formation of identities, inequalities, etc., interconnected with theoretical discussions. However, the theme of racial identity of brown people is a theme that is still embryonic, ephemeral, and absent when it comes to the participation of Social Science Teaching for the theoretical deepening that underlies this research. In view of the findings, we conclude that the racial discussions in the object elected and analyzed, especially regarding the construction of a brown identity or the construction of a racial consciousness is an absent theme, despite its eminence in the area of Social Science Teaching. Taking into consideration the relevance of this space for intellectual production and dissemination of work by teachers and students, with this research we support some conceptual and theoretical contributions to break through the divergent guts of the understanding of black identity and the role of self-identified brown populations for the consolidation of this black identity in Brazilian society.