AN EDUCATION FOR ETHNIC-RACIAL RELATIONS AT SCHOOL: LIMITS, POSSIBILITIES AND CHALLENGES
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Abstract
The expansion of dynamics and possibilities of dialogue between school and society strengthens a space for re-signification of the symbolic material of Afro-Brazilian and African culture. In this way, it is understood that the challenges, possibilities and concerns are amplified when the debate around ethnic-racial diversity is observed, which highlights the importance of educational proposals with Afrocentric cultural references in accordance with public policies (Law No. 10.639/03 and documents of the Curricular Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture of 2012) and governmental actions. In this sense, this article starts from the perspective that it is necessary to make an interface with the knowledge from the Afro-Brazilian culture existing within the school in order to think of them as didactic-pedagogical tools, political and historical instruments. In this way, to make Afro-Brazilian history and culture the fact of modification of teaching practice in contexts of application of law 10.639/03. In this case, the article will focus on the reflection on the importance of Afro-Brazilian ethnic feeling within the school environment, interpreted as a new epistemology. Starting from the perspective that the school should be a place of representation of this new reality in which the black population is placed as a political and cultural agent. The hypothesis consists of dimensioning teaching tools in the school space, enabling the diffusion of multi and interdisciplinary approaches in a continuous way.
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