Discrimination and prejudice as violence factors and docent attitudes as promotion factor of school resilience

Abstract

The relation between social prejudice, violence and human promotion has been an academic, political and popular discussion theme but still presents itself distant of pointing one or more solutions to this problem that appears to be increasing, leaving victims along the way. With this article we seek to reflect on the factors that interfere in the construction of the subject, specifically the promotion of resilience in the subject, for an ethnic and racial afro-descendant background. For that we search to establish the possible relations between the resilience factors and teaching action, inside an educational system that, in large scale, reproduces the racial prejudice, already so stigmatized by Brazilian society. We used a qualitative and exploratory survey, of the “ex post facto” kind, as methodological approach, with case study, by open interview based on the piagetian clinical-critical method. We did a literature review to confirm the existence of racial prejudice in the public educational system and support theoretically some of the concepts in this sense. We observed that the literature about resilience in education in Brazil is still scarce and we did not find any works related specifically to resilience among afro-descendant students. The analysis of data has allowed us to infer that when a subject is immensely impaired by the circumstances in the mean one can transcend such injures, as long as one receives refuge and affective help from other human beings, including his teachers. In this way, these factors may be used as a teaching tool.