Resumo

MENESES COPETE, Yeison Arcadio. Social representations of African descent in the formation of teachers: contest and accommodation. Diálogos sobre educ. Temas actuales en investig. educ. [online]. 2017, vol.8, n.15, 00008. ISSN 2007-2171.

This paper presents the results of a Master’s degree thesis entitled “Social representations of African descent in the formation of teachers in the School of Education of the University of Antioquia, 2012-2013”.

The aim of the paper is to analyze social representations of African descent in the formation of teachers in the School of Education of the University of Antioquia, Colombia. The research followed the qualitative paradigm with a socio-critical, descriptive-explicative approach, using the methodology of theory based on data and critical discourse analysis and conducting three focal discussions groups with students and seventeen semi-structured interviews with twelve teachers and five school officials. Social representations of African descent can be either ascending or descending. The descending ones are linked to hegemonic, racialized and racializing social representations that resist placing African descent as a meaningful epistemological foundation in the teachers’ formation. They are expressed as the accommodation of continuity of the “unison of knowledge”, an uncontrolled equality, and the indigenous-multiculturalist excuse. Ascending social representations arise from the wiggling and agency that encourage pedagogical practices, relationships and discourses aimed at the positioning of de-colonializing, intercultural pedagogies within the framework of the Afro-ethno-educational viewpoint.

Palavras-chave : social representations; African descent; teachers' formation; ethno-education; Afro-Colombian studies.

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