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L’immigration est un phénomène social important qui, tout au long de l’histoire humaine, se manifeste sur une grande partie du territoire mondial. Plusieurs enjeux sociaux découlent des vagues de migration internationales récentes. Actuellement, nous pouvons souligner les défis qui émergent dans le domaine de l’éducation, surtout en ce qui concerne les pratiques de directions d’école en milieu pluriethnique. Dans cette logique, cette recherche consiste en une étude qualitative exploratoire, dont l’intérêt principal est d’analyser quelles sont les pratiques adoptées par des directions d’école œuvrant en milieux pluriethniques et quels sont les modèles d’éducation à la diversité qui sont associés à ces pratiques. Pour ce faire, nous présentons une revue de la littérature sur les pratiques de directions d’école dans différents contextes nationaux, classées selon cinq dimensions de la gestion scolaire en milieux pluriethniques (la dimension du pouvoir, la dimension administrative, la dimension de la gestion des ressources humaines, la dimension éducative et la dimension de la gestion des rapports intergroupes). Les données secondaires proviennent d’entretiens semi-dirigés recueillis auprès de quatre directions d’écoles secondaires publiques dans le cadre de l’étude de Braga et Magnan (voir Braga et Magnan, 2015). Après avoir réalisé une analyse de contenu, nous élaborons – en nous basant sur notre cadre théorique – des hypothèses relatives aux modèles d’éducation à la diversité qui seraient à la base des pratiques de directions d’école interrogées. Ce cadre s’inspire largement de la recension élaborée par Potvin et al. (2015) qui visait à bonifier la formation initiale des enseignants quant à l’éducation à la diversité ethnoculturelle. Les courants recensés par ces chercheurs ont été classifiés sous quatre grandes approches éducatives : l’éducation inter/multiculturelle, l’éducation à la citoyenneté, l’éducation antiraciste et l’éducation inclusive. L’analyse des résultats relève un modèle mixte de gestion scolaire en milieu pluriethnique, à la fois inter/multiculturel (diriger pour l’harmonie) et inclusif (diriger pour améliorer les résultats et pour augmenter les taux de réussite des élèves). Le modèle d’éducation à la citoyenneté et l’approche d’éducation antiraciste se sont avérés absents de nos résultats. En conclusion, nous discutons la pertinence de bonifier la formation et l’accompagnement professionnel des directions d’école en milieux pluriethniques. Également, nous soulevons l’importance de réfléchir à l’élaboration et l’implantation de politiques scolaires pour une gestion à la fois plus axée sur le combat contre le racisme et les iniquités; et plus engagée dans la formation de jeunes citoyens impliqués dans l’activisme politique pour la justice sociale et le bien commun., Immigration is an important social phenomenon that has manifested itself across the globe throughout human history. As many questions arise from the more recent international migration waves and patterns, we can highlight the new challenges faced by school principals, particularly as it pertains to the practices that are being implemented in multiethnic environments. In this context, this research consists of a qualitative exploratory study, whose main objective is to analyse what practices are adopted by principals working in multiethnic environments and what models of diversity education are associated with these practices. To achieve this, we presented a review of the literature on principals' practices in different national contexts, classified in five dimensions of school management in multiethnic environments (the power dimension, the administrative dimension, the human resource management, the educational dimension and the management dimension of intergroup reporting). The secondary data comes from semi-structured interviews that were conducted with four different public high-school principals as part of Magnan’s research (see Braga and Magnan, 2015). As part of this study, we favoured semi-structured interviews to collect the data. Then, based on our theoretical framework, we developed hypotheses about the models that would be used as the basis of the principals' practices. This framework is largely inspired by the review developed by Potvin et al. (2015), which aimed at improving initial teacher training on ethnocultural diversity education. The different currents identified by this researcher have been classified under four broad educational approaches: inter/multicultural education, citizenship education, anti-racist education and inclusive education. In analyzing the results, we arrived at a mixed model of multi-ethnic school management that was both inter/multicultural (lead for harmony) and inclusive (lead to improve outcomes and increase student success rates). However, the citizenship education model and the anti-racist education approach were absent in our results. In fact, manifestations of stereotypes and an assimilationist approach to the management of linguistic diversity were identified. For those reasons, we discussed the relevance of improving the training and professional support of school principals in multiethnic environments, as well as the development and implementation of school policies that promote a type of management that is more centered around the fight against racism and inequities; and more engaged in training young citizens to be involved in political activism focused around social justice and the common good.

Submitted by Boris Flegr (boris@uerj.br) on 2021-01-05T21:38:56Z No. of bitstreams: 5 Pre-textuais e cap 1.pdf: 615658 bytes, checksum: 690c6085a522bdec39cc29e7dce68e5e (MD5) Cap 3.pdf: 305083 bytes, checksum: ff54f945c52d6df416c8411d1dbf64fc (MD5) Cap 5 ate final.pdf: 637136 bytes, checksum: 3e85e15a9f17b1c90512d2bb5ef0506a (MD5) Cap 2.pdf: 409243 bytes, checksum: 6a0b428e010890081da65733d2172c90 (MD5) Cap 4.pdf: 380190 bytes, checksum: 5a41ace2fa6d18bf6336bb1a86eaead1 (MD5) Made available in DSpace on 2021-01-05T21:38:56Z (GMT). No. of bitstreams: 5 Pre-textuais e cap 1.pdf: 615658 bytes, checksum: 690c6085a522bdec39cc29e7dce68e5e (MD5) Cap 3.pdf: 305083 bytes, checksum: ff54f945c52d6df416c8411d1dbf64fc (MD5) Cap 5 ate final.pdf: 637136 bytes, checksum: 3e85e15a9f17b1c90512d2bb5ef0506a (MD5) Cap 2.pdf: 409243 bytes, checksum: 6a0b428e010890081da65733d2172c90 (MD5) Cap 4.pdf: 380190 bytes, checksum: 5a41ace2fa6d18bf6336bb1a86eaead1 (MD5) Previous issue date: 2016-03-17 It is a ethnographic Search About Curly hair How ethno-racial identity between marker Black children from kindergarten. And aims, investigate how First Experiences of Black children with ITS Curly in daycare Space As Well as educational practices such as shares, as speeches and silences around the OS racial issue. We adopt, WITH theoretical assumptions as Frantz Fanon's ideas (1968) on racism As a structural phenomenon of Modern Societies. Studies of Marcel Mauss (1950), On the meaning of the body, and how techniques used to educate paragraph Controlling Body IN THE Half of habitus formation. By Means of observation and NAS Interviews with teachers, managers and parents of students can be concluded that: The curly hair of children are considered markers of a negative identity. Racist Speeches About black are found in society and being played on the school routine, NAS speeches and actions of Education Professionals How ALSO IN speeches of Responsible For Most Responsible For Babies. In this context, the teacher has an important role Intervention because When a foothold inside of a anti-racist pedagogy, IT IS Building respect for differences and establishing a valuation of history and culture of black people. By Means of a anti-racist education form OS Getting Started To delegitimize an idea of white As Beauty model. Thus, we emphasize nd Present Research importance to a teacher in perpetuating An anti-racist, since their role and the deconstructive racist emissions reproduced By School. Trata-se de uma pesquisa de cunho etnográfico sobre o cabelo crespo como marcador de identidade étnico-racial entre crianças negras da educação infantil. O objetivo é investigar as primeiras experiências das crianças negras com os seus cabelos crespos no espaço da creche, bem como as práticas educativas, as ações, as falas e os silêncios em torno da questão racial. Adota-se com pressupostos teóricos as ideias de Frantz Fanon (1968) sobre o racismo como fenômeno estruturante das sociedades modernas. Os estudos de Marcel Mauss (1950) sobre o significado do corpo e as técnicas de educar utilizadas para controlá-lo por meio da formação de habitus. Por meio da observação e nas entrevistas com docentes, gestor e pais dos alunos pôde-se concluir que os cabelos crespos das crianças são considerados marcadores de uma identidade negativa. Os discursos racistas sobre o negro são encontrados na sociedade e estão sendo reproduzidos no cotidiano escolar, nas falas e ações dos profissionais da educação, como também nas falas dos responsáveis pelos bebês. Dentro desse contexto, o professor tem um importante papel de intervenção, pois ao firmar-se dentro de uma pedagogia antirracista, ele está construindo o respeito pelas diferenças e estabelecendo a valorização da história e da cultura do povo negro. Por meio de uma educação antirracista se formam os primeiros passos para se deslegitimar a ideia do branco como modelo de beleza. Desse modo, ressalta-se na presente pesquisa a importância do professor na perpetuação de uma educação antirracista, visto que o seu papel é o de desconstrutor das emissões racistas reproduzidas pela escola.

Nos dias atuais, muitos autores vêm debatendo a questão do racismo. Entretanto, a questão racial ainda é pouco discutida dentro da comunidade dos pesquisadores de educação em Ciências. Por isso, o presente trabalho tem justamente por objetivo introduzir alguns conceitos importantes envolvidos com o racismo, bem como discutir como o racismo se desenvolveu ao longo dos anos. Além disso, são apresentadas possíveis contribuições do ensino de Ciências e de alguns pensadores da sociologia e da psicologia da educação no combate ao racismo presente na sociedade.Many writers have reflected on the subject of racism. Nevertheless, this theme has not been discussed by science educators. Taking this into account, the aim of the present paper is to introduce some important concepts involved with racism and discuss how it has developed. The paper also presents some possible contributions from science teaching and from sociology and phsycology education to contend with the racism in the society.

Nos dias atuais, muitos autores vêm debatendo a questão do racismo. Entretanto, a questão racial ainda é pouco discutida dentro da comunidade dos pesquisadores de educação em Ciências. Por isso, o presente trabalho tem justamente por objetivo introduzir alguns conceitos importantes envolvidos com o racismo, bem como discutir como o racismo se desenvolveu ao longo dos anos. Além disso, são apresentadas possíveis contribuições do ensino de Ciências e de alguns pensadores da sociologia e da psicologia da educação no combate ao racismo presente na sociedade. Many writers have reflected on the subject of racism. Nevertheless, this theme has not been discussed by science educators. Taking this into account, the aim of the present paper is to introduce some important concepts involved with racism and discuss how it has developed. The paper also presents some possible contributions from science teaching and from sociology and phsycology education to contend with the racism in the society.

Discute premissas subjacentes a perspectivas sobre raça e permite uma abordagem mais estratégica para transformar o racismo. Define cinco posições - supremacia racial, cegueira racial, sensibilidade racial, crítica racial e antirracista - que sugerem um caminho de desenvolvimento moral e político que pode guiar o trabalho nas escolas e na sociedade para superar o racismo. O objetivo da análise não é atribuir culpa ao passado ou ao presente; ao contrário, é fornecer uma estrutura para apoiar a responsabilidade e a prestação de contas individual e coletiva que pode levar à implementação de um grau maior de justiça. A educação racialmente crítica e antirracista une as pessoas à história de lutas por justiça e une umas às outras para as próximas lutas, criando assim o sonho de uma democracia justa mais perto de se tornar realidade. This essay uncovers assumptions underlying perspectives on race and enables a more strategic approach to transforming racism. It defines five positions - race-supremacy, race-blindness, race-sensitivity, race-critical, and anti-racism - that suggest a pathway of moral and political development that can guide work in schools and society to overcome racism. The goal of the analysis is not to assign blame for either the past or the present; rather, the aim is to provide a framework to support individual and collective responsibility and accountability that can lead to the achievement of a greater measure of justice. Race-critical anti-racism education links people to the history of struggles for justice, and links them to one another for the struggles ahead, thus bringing the dream of a just democracy closer to realization.