| Popis: |
This article presents reflections on the teaching-learning process about pedagogical practices with ethnic-racial relations. Some theories about the learning processes work on the premise of internal cognitive processes of the individuals, as well as the interactions with the means of coexistence. From the observations of a pedagogical practice developed in the subject of Portuguese Language with the majority of black teenagers, we present how the internal cognitive processes and the interactions in the contexts of the individuals’ experiences developed sense and meaning for the presented content. The pedagogical practice named Simulated Jury on Social / Racial Quotas in Public Universities, aimed at developing learning about textual argumentative genres, as well as introducing concepts about race relations |
