DECOLONIAL CURRICULUMS AND OTHERS CARTOGRAPHIES FOR THE EDUCATION FOR ETHNICAL-RACIAL RELATIONS: POLITICALPEDAGOGICAL CHALLENGES AND THE LAW 10.639/2003
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Abstract
We align the social pedagogies as seen in the media discourses about the black people with the curricular practices prevailing in the educational system that in the same sense has little favored the emergence of movements that look for the implementation of an anti-racist education, going in the opposite of the presuppositions of the Law 10639/03. We have seen a tendency in decolonizing, the intersections with learning spaces that compose the around the school and promote new cartographies such as community museums, “terreiros” and maroon communities. In dialogue with the Aníbal Quijano’s (2003) assumptions about the “coloniality of power/knowledge”, we understand the relevance of these configurations in the “relearning” process. We pointed schools failures aspects, and issues arising from non-formal spaces, interpreted as ambiences with higher opportunities to epistemic restoration considering the “paradigm of sensitive” (Sodré, 2012).
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