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dc.contributor.advisorGonzales, Patrisiaen
dc.contributor.authorLynch, Lucas Leonard*
dc.creatorLynch, Lucas Leonarden
dc.date.accessioned2016-02-04T19:15:13Zen
dc.date.available2016-02-04T19:15:13Zen
dc.date.issued2015en
dc.identifier.urihttp://hdl.handle.net/10150/595642en
dc.description.abstractAnti-racist legislation and education reforms for the past two decades in Brazil have required that curriculum in all basic education combat prejudice and racism and promote critical thinking of the nation's past and current ethnic-racial relations in an effort to construct a society that is more democratic, equal, and just. In response to the reforms, textbooks have been rewritten. This study analyzes one high school history textbook series that was approved by Brazil in 2012, and asks: How, and to what extent, do these new high school history textbooks address critical reflection on race and racism in Brazil? Using qualitative content analysis, I coded the above series for its attention in these matters. My findings reflect that though there are a number of cases where racism in Brazil was admitted, more explanation on the content on racism is needed, the content was too vague, or it lacked necessary details to make its analysis more informed for student reflection.
dc.language.isoen_USen
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.subjectEducationen
dc.subjectEthnicityen
dc.subjectRaceen
dc.subjectRacismen
dc.subjectTextbooksen
dc.subjectLatin American Studiesen
dc.subjectBrazilen
dc.titleBrazil's Anti-Racist Education Reforms And Their Effects On High School History Textbooks: Addressing Critical Reflection On Race And Racismen_US
dc.typetexten
dc.typeElectronic Thesisen
thesis.degree.grantorUniversity of Arizonaen
thesis.degree.levelmastersen
dc.contributor.committeememberGonzales, Patrisiaen
dc.contributor.committeememberCammarota, Julioen
dc.contributor.committeememberGosner, Kevinen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineLatin American Studiesen
thesis.degree.nameM.A.en
refterms.dateFOA2018-09-11T04:13:55Z
html.description.abstractAnti-racist legislation and education reforms for the past two decades in Brazil have required that curriculum in all basic education combat prejudice and racism and promote critical thinking of the nation's past and current ethnic-racial relations in an effort to construct a society that is more democratic, equal, and just. In response to the reforms, textbooks have been rewritten. This study analyzes one high school history textbook series that was approved by Brazil in 2012, and asks: How, and to what extent, do these new high school history textbooks address critical reflection on race and racism in Brazil? Using qualitative content analysis, I coded the above series for its attention in these matters. My findings reflect that though there are a number of cases where racism in Brazil was admitted, more explanation on the content on racism is needed, the content was too vague, or it lacked necessary details to make its analysis more informed for student reflection.


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