MAPEO DE LA INVESTIGACIÓN EN EDUCACIÓN DE LAS RELACIONES ÉTNICO-RACIALES

Rodrigues, Leandra A. M. S.; Barbosa, Mayara Lustosa de Oliveira; Ribeiro, Cristiane Maria

Leandra A. M. S. Rodrigues

Instituto Federal de Educação, Ciência e Tecnologia Goiano, Urutaí (GO), Brasil; leandra.aparecida@hotmail.com

http://orcid.org/0000-0003-0723-3520

Mayara Lustosa de Oliveira Barbosa

Instituto Federal de Brasília (IFB), Brasília (DF), Brasil; mayara.barbosa@ifb.edu.br

http://orcid.org/0000-0003-3356-0998

Cristiane Maria Ribeiro

Instituto Federal de Educação, Ciência e Tecnologia Goiano, Urutaí (GO), Brasil; cristiane.maria@ifgoiano.edu.br

http://orcid.org/0000-0001-7564-3295

Nota sobre autoria

Leandra A. M. S. Rodrigues: participação no levantamento dos dados, categorização dos dados, metodologia e revisão final. Mayara Lustosa de Oliveira Barbosa: participação no levantamento dos dados, levantamento de dados bibliométricos, participação na metodologia e revisão final. Cristiane Maria Ribeiro: participação no levantamento dos dados, na metodologia e revisão final.

Referências dos artigos analisados
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2	Huber e Solorzano (2015Huber, L. P., & Solorzano, D. G. (2015). Racial microaggressions as a tool for critical race research. Race Ethnicity and Education, 18(3), 297-320.)	27	Vaught e Castagno (2008Vaught, S. E., & Castagno, A. E. (2008). “I don’t think I’m a racist”: Critical Race Theory, teacher attitudes, and structural racism. Race Ethnicity and Education, 11(2), 95-113.)
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4	Spaull (2013Spaull, N. (2013). Poverty & privilege: Primary school inequality in South Africa. International Journal of Educational Development, 33(5), 436-447.)	29	Harper e Quaye (2007Harper, S. R., & Quaye, S. J. (2007). Student organizations as venues for black identity expression and development among African American male student leaders. Journal of College Student Development, 48(2), 127-144.)
5	Harper (2012Harper, S. R. (2012). Race without racism: How higher education researchers minimize racist institutional norms. The Review of Higher Education, 36(1), 9-29.)	30	Stanley (2006Stanley, C. A. (2006). Coloring the academic landscape: Faculty of color breaking the silence in predominantly White colleges and universities. American Educational Research Journal, 43(4), 701-736.)
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7	Kohli e Solórzano (2012Kohli, R., & Solórzano, D. G. (2012). Teachers, please learn our names!: Racial microagressions and the K-12 classroom. Race Ethnicity and Education, 15(4), 441-462.)	32	Saporito e Sohoni (2006Saporito, S., & Sohoni, D. (2006). Coloring outside the lines: Racial segregation in public schools and their attendance boundaries. Sociology of Education, 79(2), 81-105.)
8	McGuinn (2012McGuinn, P. (2012). Stimulating reform: Race to the top, competitive grants and the Obama Education Agenda. Educational Policy, 26(1), 136-159.)	33	Rolón-Dow (2005Rolón-Dow, R. (2005). Critical care: A color (full) analysis of care narratives in the schooling experiences of Puerto Rican girls. American Educational Research Journal, 42(1), 77-111.)
9	Ready e Wright (2011Ready, D. D., & Wright, D. L. (2011). Accuracy and inaccuracy in teachers’ perceptions of young children’s cognitive abilities: The role of child background and classroom context. American Educational Research Journal, 48(2), 335-360.)	34	Case e Hemmings (2005Case, K. A., & Hemmings, A. (2005). Distancing strategies: White women preservice teachers and antiracist curriculum. Urban education, 40(6), 606-626.)
10	McGee e Martin (2011McGee, E. O., & Martin, D. B. (2011). You would not believe what I have to go through to prove my intellectual value! Stereotype management among academically successful black mathematics and engineering students. American Educational Research Journal, 48(6), 1347-1389.)	35	Bonilla-Silva (2004Bonilla-Silva, E. (2004). From bi-racial to tri-racial: Towards a new system of racial stratification in the USA. Ethnic and Racial Studies, 27(6), 931-950.)
11	Bowman (2011Bowman, N. A. (2011). Promoting participation in a diverse democracy: A meta-analysis of college diversity experiences and civic engagement. Review of Educational Research, 81(1), 29-68.)	36	Goldsmith (2004Goldsmith, P. A. (2004). Schools racial mix, students optimism, and the black-white and latino-white achievement gaps. Sociology of Education, 77(2), 121-147.)
12	Buras (2011Buras, K. L. (2011). Race, charter schools, and conscious capitalism: On the spatial politics of whiteness as property (and the unconscionable assault on black New Orleans). Harvard Educational Review, 81(2), 296-331.)	37	Farkas (2003Farkas, G. (2003). Racial disparities and discrimination in education: What do we know, how do we know it, and what do we need to know?. Teachers College Record, 105(6), 1119-1146.)
13	Gregory et al. (2011Gregory, A., Cornell, D., & Fan, X. (2011). The relationship of school structure and support to suspension rates for black and white high school students. American Educational Research Journal, 48(4), 904-934.)	38	Verkuyten e Thijs (2002Verkuyten, M., & Thijs, J. (2002). Racist victimization among children in The Netherlands: The effect of ethnic group and school. Ethnic and Racial Studies, 25(2), 310-331.)
14	Benner e Crosnoe (2011Benner, A. D., & Crosnoe, R. (2011). The racial/ethnic composition of elementary schools and young children’s academic and socioemotional functioning. American Educational Research Journal, 48(3), 621-646.)	39	Fries-Britt e Turner (2002Fries-Britt, S., & Turner, B. (2002). Uneven stories: Successful Black collegians at a Black and a White campus. The Review of Higher Education, 25(3), 315-330.)
15	Gregory et al. (2010Gregory, A., Skiba, R. J., & Noguera, P. A. (2010). The achievement gap and the discipline gap: Two sides of the same coin? Educational Researcher, 39(1), 59-68.)	40	Constantine e Blackmon (2002Constantine, M. G., & Blackmon, S. M. (2002). Black adolescents’ racial socialization experiences: Their relations to home, school, and peer self-esteem. Journal of Black Studies, 32(3), 322-335.)
16	Leonardo e Porter (2010Leonardo, Z., & Porter, R. K. (2010). Pedagogy of fear: Toward a Fanonian theory of ‘safety’ in race dialogue. Race Ethnicity and Education, 13(2), 139-157.)	41	Telles (2002Telles, E. E. (2002). Racial ambiguity among the brazilian population. Ethnic and Racial Studies, 25(3), 415-441.)
17	Bowman (2010Bowman, N. A. (2010). College diversity experiences and cognitive development: A meta-analysis. Review of Educational Research, 80(1), 4-33.)	42	Johnson (2002Johnson, L. (2002). “My eyes have been opened”: White teachers and racial awareness. Journal of Teacher Education, 53(2), 153-167.)
18	Young (2010Young, E. (2010). Challenges to conceptualizing and actualizing culturally relevant pedagogy: How viable is the theory in classroom practice? Journal of Teacher Education, 61(3), 248-260.)	43	Lewis (2001Lewis, A. E. (2001). There is no “race” in the schoolyard: Color-blind ideology in an (almost) all-white school. American Educational Research Journal, 38(4), 781-811.)
19	Picower (2009Picower, B. (2009). The unexamined whiteness of teaching: How white teachers maintain and enact dominant racial ideologies. Race Ethnicity and Education, 12(2), 197-215.)	44	Solorzano et al. (2000Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American College Students. Journal of Negro Education, 69(1/2), 60-73.)
20	Abrams e Moio (2009Abrams, L. S., & Moio, J. A. (2009). Critical race theory and the cultural competence dilemma in social work education. Journal of Social Work Education, 45(2), 245-261.)	45	Williams e Williams-Morris (2000Williams, D., & Williams-Morris, R. (2000). Racism and mental health: The African American experience. Ethnicity & Health, 5(3-4), 243-268.)
21	Sue et al. (2009Sue, D. W., Lin, A. I., Torino, G. C., Capodilupo, C. M., & Rivera, D. P. (2009). Racial microaggressions and difficult dialogues on race in the classroom. Cultural Diversity and Ethnic Minority Psychology, 15(2), 183.)	46	Ladson-Billings (2000Ladson-Billings, G. (2000). Fighting for our lives: preparing teachers to teach African American students. Journal of Teacher Education, 51(3), 206-214.)
22	Hughes et al. (2009Hughes, D., Witherspoon, D., Rivas-Drake, D., & West-Bey, N. (2009). Received ethnic-racial socialization messages and youths’ academic and behavioral outcomes: Examining the mediating role of ethnic identity and self-esteem. Cultural Diversity & Ethnic Minority Psychology, 15(2), 112‐124.)	47	Merryfield (2000Merryfield, M. (2000). Why aren’t teachers being prepared to teach for diversity, equity, and global interconnectedness? A study of lived experiences in the making of multicultural and global educators. Teaching and Teacher Education, 16(4), 429-443.)
23	Denson e Chang (2009Denson, N., & Chang, M. (2009). Racial diversity matters: The impact of diversity-related student engagement and institutional context. American Educational Research Journal, 46(2), 322-353.)	48	Cochran-Smith (2000Cochran-Smith, M. (2000). Blind vision: Unlearning racism in teacher education. Harvard Educational Review, 70(2), 157-190.)
24	Cooper (2009Cooper, C. W. (2009). Performing cultural work in demographically changing schools: Implications for expanding transformative leadership frameworks. Educational Administration Quarterly, 45(5), 694-724.)	49	Epstein (1998Epstein, T. (1998). Deconstructing differences in African-American and European-American adolescents’ perspectives on US history. Curriculum Inquiry, 28(4), 397-423.)
25	Gasman e Palmer (2008Gasman, M., & Palmer, R. (2008). It takes a village to raise a child: The role of social capital in promoting academic success for African American men at a black College. Journal of College Student Development, 49(1), 52-70.)	50	Allen et al. (2000Allen, W. R., Epps, E. G., Guillory, E. A., Suh, S. A., & Bonous-Hammarth, M. (2000). The Black academic: Faculty status among African Americans in U.S. higher education. Journal of Negro Education, 69(1-2), 112-127.)

CATEGORIAS	ARTIGOS	TOTAL
1 - Diferenças raciais, demográficas e econômicas afetam o desempenho e a saúde mental do aluno, bem como sua relação com o professor	4; 6; 10; 13; 14; 15; 31; 32; 35; 40; 45	11
2 - Teoria Racial Crítica para analisar raça, racismo, práticas pedagógicas, aspectos sociais e microagressões	2; 3; 5; 7; 20; 33; 44	7
3 - Política educacional para a melhoria da educação e das relações raciais	8; 12	2
4 - Formação de professores para a valorização da diversidade e melhoria das relações raciais	18; 19; 21; 24; 26; 27; 30; 34; 39; 42; 46; 47; 48	13
CATEGORIAS	ARTIGOS	TOTAL
5 - Reconhecimento da diversidade racial e cultural melhora o desempenho e o engajamento dos estudantes negros	11; 17; 22; 23; 43; 49	6
6 - Naturalização do preconceito e falta de diálogo sobre as relações raciais	16	1
7 - Importância das faculdades e universidades historicamente negras (HBCU¹ 1 Historically black colleges and universities. ) para a formação dos alunos negros	25	1
8 - Representação e postura de professores (brancos e negros) sobre raça e racismo em um contexto educacional de supremacia branca	1; 9; 28; 36; 37; 38; 50	7
9 - Organizações estudantis no desenvolvimento de identidades negras	29;	1
10 - Tendência ao embranquecimento na classificação de raça em pesquisas	41	1

[1] Nota sobre autoria

Leandra A. M. S. Rodrigues: participação no levantamento dos dados, categorização dos dados, metodologia e revisão final. Mayara Lustosa de Oliveira Barbosa: participação no levantamento dos dados, levantamento de dados bibliométricos, participação na metodologia e revisão final. Cristiane Maria Ribeiro: participação no levantamento dos dados, na metodologia e revisão final.

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MAPEO DE LA INVESTIGACIÓN EN EDUCACIÓN DE LAS RELACIONES ÉTNICO-RACIALES

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