BLACK POPULATION, EDUCATION AND INSTITUTIONAL CHANGE
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Abstract
The purpose of this text is to analyze some impasses about the educational situation of the black population, especially about the access to formal education and literacy. Besides the trajectory of the figures, we reflect on impasses on the institutional level, which have hampered a more radical implementation of the many advances that were achieved in the structural domain. In order to do so, the reflection is based on Collins' (2000) analysis of domains of power, concentrating on the imposed limits and opportunities of confrontation from the disciplinary domain in a matrix that structures race-based relations of oppression. Thus, it might contribute with a research and action agenda, which can greatly benefit the disputes around a society and a public administration with less racial inequalities.
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