CURRICULUMS, INTERSECTIONALITIES AND ANTI-RACIST PRACTICES IN EDUCATION

Authors

  • Allan Carvalho Rodrigues State University of Rio de Janeiro and Estácio de Sá University
  • Luís Paulo Cruz Borges State University of Rio de Janeiro, Brazil.
  • Tiago Ribeiro National Institute of Deaf Education (Brazil) and National University of Rosario (Argentina)

DOI:

https://doi.org/10.15687/rec.v15i1.63252

Keywords:

Curriculums, intersectionalities, Anti-racist education

Abstract

The present dossier, Curricula, intersectionalities and anti-racist practices in education, aimed to bring together a set of texts that highlighted curricular/educational processes involving ethnic-racial issues at school, at the university and in the school-university relationship, but also outside of them. In 2022, Federal Law nº 10.639/03, which made the teaching of African and Afro-Brazilian History and Culture in basic education schools mandatory, turns 19. It's almost two decades of a debate that is still necessary and poignant, with many challenges to face! Even if, from a legal point of view, anti-racist education is recognized as a right, it is still necessary to fight hard so that its principles and stakes are experienced and pollinated in curricular policies. Thinking about the curriculum from the Afro-perspectivist idea means deconfiguring a training that for a long time was considered the ideal, that is, a Eurocentric model of thinking-doing-knowing. However, it is reaffirmed that it is in/with everyday life that forms of resistance and transgression against racist and prejudiced structures are invented. The works presented here open paths, cross crossroads and turn the world...

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Author Biographies

Allan Carvalho Rodrigues, State University of Rio de Janeiro and Estácio de Sá University

Master and doctoral student at the State University of Rio de Janeiro, professor at the Estácio de Sá University with a project approved in the UNESA Productivity Program.

Luís Paulo Cruz Borges, State University of Rio de Janeiro, Brazil.

Doctor in Education from the State University of Rio de Janeiro and professor at the Fernando Rodrigues da Silveira Application Institute of the same university.

Tiago Ribeiro , National Institute of Deaf Education (Brazil) and National University of Rosario (Argentina)

Doctor in Education from the Federal University of the State of Rio de Janeiro and professor at the National Institute of Education for the Deaf (INES) and at the Doctoral Program in Narrative and (Auto)biographical Research at the National University of Rosario (UNR), Argentina.

References

ALMEIDA, Silvio. O que é racismo estrutural? São Paulo: Pólen, 2019.

GONZALEZ, Lélia. Por um feminismo afro-latino-americano: ensaios, intervenções e diálogos. São Paulo: Zahar, 2020.

HOOKS, bell. Ensinando a transgredir: a educação como prática da liberdade. 2 ed. São Paulo: Martins Fontes, 2017.

KILOMBA, Grada. Memórias da Plantação: Episódios de Racismo Cotidiano Rio de Janeiro: Cobogó, 2019.

NOGUERA, Renato. Denegrindo a educação: um ensaio filosófico para uma pedagogia da pluriversalidade. Revista Sul-Americana De Filosofia E Educação (RESAFE), n.18, p. 62–73., 2012.

RUFINO, Luiz. Pedagogia da encruzilhada. Rio de Janeiro: Mórula, 2019.

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Published

2022-06-07

How to Cite

RODRIGUES, A. C.; BORGES, L. P. C.; RIBEIRO , T. CURRICULUMS, INTERSECTIONALITIES AND ANTI-RACIST PRACTICES IN EDUCATION. Curriculum Space Journal, [S. l.], v. 15, n. 1, p. 1–10, 2022. DOI: 10.15687/rec.v15i1.63252. Disponível em: https://periodicos.ufpb.br/ojs2/index.php/rec/article/view/63252. Acesso em: 3 jul. 2024.

Issue

Vol. 15 No. 1 (2022): CURRICULUM, INTERSECTIONALITIES AND ANTI-RACIST PRACTICES IN EDUCATION

Section

Presentation

License

Copyright (c) 2022 Curriculum Space Journal

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