Saltando e avançando através do otimismo cruel do trabalho de justiça racial nas escolas
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Resumo
Durante a pandemia do Coronavírus em 2020, a execução pública de George Floyd por um agente de polícia branco chamou a atenção mundial para o racismo estrutural. Em Inglaterra, este acontecimento levou alguns estudantes e profissionais a confrontar o racismo existente nas suas escolas. Em resposta, as instituições procuraram programas estruturados para combater a desigualdade racial e evitar a cumplicidade com o racismo. Este artigo explora as experiências de professores e dirigentes escolares em Inglaterra que participaram, durante dois anos, no programa do Prémio Escola Antirracista da Universidade de Leeds Beckett. O estudo examina as motivações, os conhecimentos e as experiências vividas pelos participantes, ao mesmo tempo que procuram obter o reconhecimento dos esforços das suas escolas no combate ao racismo estrutural. Recorrendo a entrevistas de profundidade, a reflexões e a um grupo de discussão focalizada, os resultados destacam a forma como os recursos profissionais e pessoais variam, particularmente no clima social tenso que se seguiu ao assassinato de Floyd e ao aumento da retórica racista e xenófoba na política e nos meios de comunicação social. Os temas principais incluem o envolvimento dos participantes no processo do Prémio Escola Antirracista, as perceções sobre a crise atual em comparação com crises raciais passadas e a tensão entre perspetivar o racismo como uma relíquia do passado e reconhecer a sua presença contínua. O estudo conclui apresentando três recomendações para manter a motivação e enfrentar os desafios do trabalho antirracista, sublinhando a importância de manter uma perspetiva antirracista na liderança educativa.
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