CURRICULAR POLICY AND RACIAL RELATIONS: THE STATE OF ART IN ANPED PRODUCTIONS

Abstract

This study presents an analysis of articles from the National Association of Graduate Studies and Research in Education (ANPED), in the Working Group on Education and Ethnic-Racial Relations (GT-21), whose scientific production is located in the area of Education and Relations Racial, with emphasis on the education of Afro-Brazilians. Specifically, in this work we will focus on the survey of the productions found in the Annals of the Annual Meetings of ANPED (25th to 34th), related to the period from 2000 to 2011, which present as thematic emphasis in its set of texts: educational policy, politics Curricular, affirmative action policies, the Black Movement and Law 10.639 / 2003. In this study, we used the qualitative approach with the application of bibliographic research. The methodology follows the trend for studies of State of the Art analysis (Müller, 2015) in the area of Curricular Policy and Race Relations. It is important to point out that, within the limits of the present text, we opted for the analysis of discursive dialogism (Bakhtin, 2003, 2010). In this sense, Bakhtin (2003) points out that the dialogism is shown in many voices creating and recreating senses and meanings to words spoken and not spoken between speaker and interlocutor. The results show that research on Education and Race Relations has been expanded in the last decade in Brazil, favoring the opening of spaces for discussion and search for alternatives to minimize racial discrimination and prejudice in schools. We conclude that these studies stimulate the debate on overcoming racism, discrimination and racial prejudice in different social fields.