Resumo

CLETO DIAZ, Rosa Isela; CHAVEZ GONZALEZ, Mónica Lizbeth; VAZQUEZ BERNAL, Karina  e  MARTINEZ RUIZ, Diana Tamara. Racism and educational trajectories in contexts of indigenous regional struggle in Cheran, Michoacan, Mexico. Sinéctica [online]. 2022, n.58, e1307.  Epub 08-Ago-2022. ISSN 2007-7033.  https://doi.org/10.31391/s2007-7033(2022)0058-013.

Educational racism in Mexico is an operating reality in our days. Since its origins, public education in this country has been permeated by whitening desires that have been mostly effective among the mestizo, indigenous and Afro-descendant population. Professionalization as a promise of improvement, progress and whitening has become an ideology even in racialized or marginalized sectors. This article seeks to analyze experiences of racialization present in the professionalization trajectories of a group of indigenous teachers from the community of Cheran, Michoacan. Based on a collaborative ethnography, a dialogue will be held with teachers about the process of whitening and political-community resistance in school contexts and how it has impacted their educational practice. The school space is where the visible and invisible threads of everyday racism are woven, but it is also the space where questions, tensions and paths for community resistance are built.

Palavras-chave : racism; professionalization; whitening; resistance.

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