EDUCAÇÃO
Jovem da região mais podre do Brasil fica milionário e volta para contar o segredo para seus amigos de infância
Por Arnaldo Aurol, n1 
20/11/2020 05h01 Atualizado há uma hora
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Racismo na educação
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ASSINE JÁ MINHA CONTA E-MAIL ENTRAR
EDUCATION
YOUNG MAN FROM THE MOST ROTTEN REGION OF BRAZIL BECOMES A MILLIONAIRE AND RETURNS TO TELL HIS CHILDHOOD FRIENDS THE SECRET
Por Arnaldo Aurol, n1
20/11/2020 05h01 Updated an hour ago
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“Um dia, um pai nos procurou, 
chorando. Disse que o filho de 4 anos não queria ir para a escola, porque o amigo falou que não gosta de sentar perto de criança preta”, afirma Humberto Baltar, professor e idealizador do coletivo Pais Pretos Presentes.
“Tenho uma aluna negra, pequena, que é chamada de urubu pelos colegas. Outro, de macaco. Outro, tem o apelido de negresco”, revela a professora Lidiane Lima, uma das 10 vencedoras do prêmio Educador Nota 10, da edição de 2020.
A educação no Brasil é um direito constitucional, garantido a todos. Mas, para as crianças negras do país, há desafios particulares que ainda precisam ser enfrentados.
Embora a presença de negros (pretos e pardos) em escolas do país tenha crescido 10 pontos percentuais nos últimos dez anos (veja gráfico abaixo), as diferenças raciais nos índices de educação ainda são frequentes:
- Evasão: a proporção de jovens de 15 a 29 anos que não concluíram o ensino médio e não estudavam em 2019 era maior entre pretos e pardos (55,4%) do que entre brancos (43,4%).
- Anos de estudo: pretos e pardos têm menos anos de estudo (8,6), em média, se comparado aos brancos (10,4).
- Reprovação: é menor a proporção de pretos e pardos que estudam na série correta de acordo com a idade (85,8%). Entre alunos brancos, o percentual é de 90,4%.
- Analfabetismo: a falta de acesso à educação é mais frequente também entre negros. O índice daqueles que não sabem ler e escrever é maior na população negra (8,9%), do que na branca (3,6%). Os dados são do Instituto Brasileiro de Geografia e Estatística (IBGE).
17 years ago, Law 10639 was approved to amend the Law of Guidelines and Bases (LDB) and include in the curriculum the mandatory teaching of Afro-Brazilian history and culture in public and private schools in the country. The objective is to rescue the contribution of black people in the formation of Brazilian history and culture, without restricting the topic to slavery, raising the self-esteem of black and mixed-race students. Although it has existed for almost two decades, the law has not yet been fully implemented in schools.
“It’s been two centuries [since the end of slavery] and we still haven’t broken with this image, of the black individual who is sometimes submissive, sometimes dangerous”, says Iamara da Silva Viana, PhD in Political History, professor at PUC-Rio.
“We think that exclusion is just a lack of access to school. But it is also operated within the school. Just because there is a guarantee of entry does not mean that everyone will feel included in the process.
Physical presence is not synonymous with inclusion”, says professor and historian Higor Ferreira, who researches slaves, freedmen and free people of color in the capital of Rio de Janeiro in the 19th century.
Although the first law on education in Brazil, from 1827, did not exclude black people – because “you don’t need to prohibit what is not common”, according to Ferreira – another law, published by the Province of Rio de Janeiro in 1837, prohibited the presence of “slaves and black Africans” and people with “contagious diseases”.
“This demonstrates that the scenario is more complex than one imagines. Who is most likely to get a contagious disease? More impoverished communities, made up of free black people or their children”, says Ferreira.
“Black people are not banned, they can go to school, but we have proof that the reception is not always the best”, he states.
Within this scenario, there were initiatives led by black people to educate their children.
RACISM IN EDUCATION
“It’s been two centuries [since the end of slavery] and we still haven’t broken with this image, of the black individual who is sometimes submissive, sometimes dangerous”, says Iamara da Silva Viana, PhD in Political History, professor at PUC-Rio.
“We think that exclusion is just a lack of access to school. But it is also operated within the school. Just because there is a guarantee of entry does not mean that everyone will feel included in the process. Physical presence is not synonymous with inclusion”, says professor and historian Higor Ferreira, who researches slaves, freedmen and free people of color in the capital of Rio de Janeiro in the 19th century.
Although the first law on education in Brazil, from 1827, did not exclude black people – because “you don’t need to prohibit what is not common”, according to Ferreira – another law, published by the Province of Rio de Janeiro in 1837, prohibited the presence of “slaves and black Africans” and people with “contagious diseases”.
“This demonstrates that the scenario is more complex than one imagines. Who is most likely to get a contagious disease? More impoverished communities, made up of free black people or their children”, says Ferreira.
“Black people are not banned, they can go to school, but we have proof that the reception is not always the best”, he states.
Within this scenario, there were initiatives led by black people to educate their children.
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Brazil once again reduces Covid tests, essential to control pandemic
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