FOR AN EPISTEMIC DISOBEDIENCE: STRUGGLES AND ANTI RACIST CURRICULUM GUIDELINES
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Abstract
The aim of this paper is to realize a little analysis about the contents of the National Curriculum Guidelines for the Education of Racial-Ethnic Relations and the Teaching of AfroBrazilian and African History and Culture – DCNERER - and its pedagogical implications in educational systems, from our experiences as researchers and teachers who are / were in Basic Education. At a first moment, we describe the main points of DCNERER and then identify its possible pedagogical implications. Finally, we reflect on the immense challenges in its implementation, in view of the epistemological and political resistance on the part of the education professionals. In this sense, the text is characterized as a modest initiative to contribute to the strengthening of anti-racist struggles in education, which we define as an action by an epistemic disobedience (MIGNOLO, 2008) against hegemonic and Eurocentric knowledge production patterns.
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