CRITICAL THEORY AND SOCIAL NETWORKS IN THE COMMUNICATIVE ACTION AND SUBSTANTIVE REASON THEORY’S PERSPECTIVE

Abstract

This article brings a reflection on negritude as a theme and makes reference to the school curricula organization in quilombola spaces (in colonial Brazil, a community organized by fugitive slaves). Despite the verification of the largest access to blacks’s rights, it is noticed that the marks of the settler's hegemonic thinking still appear sharp in the forms that the predominantly black schools organize themselves, even after their authors / actors participate in training courses funded by SEPPIR (Special Secretariat for the Race Equality Policies Promotion / FNDE (National Developing Educational Background). To understand this reality we are developing a research in which we sought to identify the social representations that teachers who act in a quilombola communities, have about the negritude, in order to evaluate the impacts, provoked by the training courses, in the meaning forms of the negritude and, therefore, of orientating the practices. It is a qualitative research and the data collection is being made through the semi-structured interviews, mental maps and observations of participants. The theoretical supports are supplying subsidies for the investigation and it becomes necessary to present them as contributions for the enlargement of the debate about the racial relationships still present in territories as the baiano semi-arid(belonging to Bahia, state in the northeast of Brazil) and their resonances in the forms of working the negritude in predominantly black formative spaces.

Key-Words: Social Representations, Teachers, Blackness