TEACHING OF AFRO-BRAZILIAN HISTORY AND CULTURE AT SCHOOLS: TOWARDS THE EPISTEMIC DISASSOCIATION
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Abstract
Currently, the recognition of the right to education has been translating both in the increased number of black people in the school environment and reflection on issues related to racial inequalities in education, as well as a visibilization process of blacks as subjects, a process that culminated in the creation of legal devices that aimed to change the socialization process occurred at school. In this article, seeking to reconstruct the incorporating process of content related to the areas of Afro-Brazilian History and Culture to school curriculum, I do a historical overview of the black population access to education. I conclude that the guarantee of the right to knowledge of our own history is an important step towards the necessary epistemic disassociation.
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