Race in Brazil and the U.S.: A Comparison
Objective
As a result of this lesson, students will be able to:
- Explain the concept of "racial democracy" as it is used in Brazil.
- Apply the concepts of unum and pluribus to raial relationships in Brazil.
- Apply the concepts of inclusivity and exclusivity to racial relations in Brazil.
- Compare and contrast American and Brazilian views of race relations.
Material
Activities
- Write the terms unum and pluribus on the chalkboard.
- Ask students if they are familiar with these terms and if they have ever heard them before. (Emphasize that the motto of the United States “E pluribus unum” means “Out of many, one.”)
- Circle the term “unum” and emphasize that all societies contain forces of unum: they are the forces in society that people share; those ideas, experiences, and aspects of culture that make people feel as though they belong to the group.
- Ask students to share the things that unite them together as a group: school spirit, etc.
- Circle the term “pluribus” and explain that all societies also contain forces of pluribus: they are those forces that drive wedges between people in society, things that separate and divide them.
- Ask students to share the things that separate them and make them different from one another: religion, ethnicity, neighborhoods, etc.
- Write the terms inclusive and exclusive on the chalkboard.
- Circle the term “exclusive” and explain that in an exclusive society, power, economic opportunity, and social participation are restricted to a select few. Those people who do not possess the necessary qualifications and characteristics are left on the outside looking in.
- Circle the term “inclusive” and explain that inclusive societies are based on tolerance and acceptance of diversity. In these societies, everyone has an equal opportunity to succeed.
- Ask students to hypothesize whether exclusive societies have a high degree of pluribus or unum? Why? (Explain to them that, since forces of pluribus tend to divide, they will result in polarization and exclusivity if they are allowed to dominate.)
- Ask students to hypothesize whether inclusive societies have a high degree of pluribus or unum? Why? (Explain to them that, since forces of unum tend to unite, they tend to result in a more egalitarian system.)
- Distribute the student handout entitled Race and Class in Brazil.
- Direct students to read the first section of the handout: “A History of Race in Brazil.”
- Ask students to determine based on the reading if Brazil appears to be a homogenous or a multi-ethnic society? In what sense does this early racial history mirror that of the United States? In what ways does it differ?
- Direct students to read the second section of the handout: “Casa Grande e Senzala.”
- Ask students to summarize Freyre’s arguments about why Brazil can be termed a “racial democracy.” Would this be a force of unum or pluribus? Would such a society be inclusive or exclusive? Why?
- Direct students to read the section entitled “The American and Brazilian Concepts of Race.”
- Ask students to explain the fundamental differences in the American and Brazilian concepts of race. Which appears to more based on a pluribus approach to race? Why?
- Ask students to explain which of these approaches would appear to result in a more inclusive society? Why?
- Direct students to read the final section: “Does racism exist in Brazil?”
- Ask students to answer the question reflected in the title. Do blacks appear to have equal opportunity in Brazil? Why or why not?
- Divide the class into discussion groups. Based on the information they have read, direct each group to determine whether the United States or Brazil appears to have a more inclusive society based on race and ethnicity. (Insist that students provide a rationale and cite evidence for their positions.)
- When the groups have reached their conclusions, direct each group to share theirs with the class.
- Distribute the student handout entitled An African-American in Brazil.
- Direct students to read the first section of the handout: “A Personal Quest.”
- Ask students to summarize the goal of this American traveler’s research in Brazil. What is her ethnic background? Why would she be curious about the reality of Freyre’s “racial democracy” theory?
- Direct students to read the second section of the handout: “Porto Galihnos.”
- Ask students to summarize the traveler’s experiences. Based on her interactions, what appear to be the Brazilian attitudes toward race? Do they confirm Freyre’s theory? Does Brazilian society appear to be inclusive or exclusive regarding race?
- Direct students to read the next segment: “While Shopping.”
- Ask students to hypothesize whether this experience confirms or refutes their previous observations? Why?
- Direct students to read the next two sections: “At the Museum” and “In the Schools.”
- Ask students to explain, based on these encounters, whether or not Freyre’s racial democracy concept is true in reality? Why?
- Ask students to explain the significance of the changes being discussed in the school curriculum? Would this result in a more inclusive or exclusive history of Brazil? Why?
- Direct students to read the next three sections: “On Zumbi,” “An Interesting Dinner” and “Views on Racism.”
- Ask students to explain what these experiences reveal about the reality of race in Brazil.
- Concluding Activity
- Assign students to compose an essay in which they give their analysis of the African-American traveler’s experiences in Brazil.
- Ask students to explain whether or not the writer perceives racial prejudice in Brazil.
- Explain that students must provide at least three examples to prove their hypothesis.
