CHALLENGES AND POSSIBILITIES FOR DCNERER IMPLEMENTATION IN PUBLIC SCHOOLS

被引：0
|
作者：
Goncalves, Michelly dos Santos [1 ,2 ]
de Siqueira Marques, Eugenia Portela [3 ]
机构：
[1] UFGD, Educ, Dourados, MS, Brazil
[2] UFGD, Grp Estudos & Pesquisas Educ Relacoes Etn Raciais, Dourados, MS, Brazil
[3] Univ Fed Mato Grosso do Sul, Fac Educ, Campo Grande, MS, Brazil
来源：
HUMANIDADES & INOVACAO | 2020年 / 7卷 / 02期
关键词：
Education for Ethnic-Racial Relations; Black movement; Curriculum;
D O I：
暂无
中图分类号：
C [社会科学总论];
学科分类号：
03 ; 0303 ;
摘要：
The school curriculum in Brazil has historically legitimized Eurocentric knowledge and silenced African and Afro-Brazilian knowledge. With Law No. 10,693/2003, which made the study of Afro-Brazilian History and Culture compulsory in the school curriculum and the National Curriculum Guidelines for the Education of Ethnic-Racial Relations (DCNERER), there was an epistemic shift towards curriculum and practice. pedagogical The aim of this article is to present results of research conducted in a state school in Dourados - MS that develops intercultural projects aimed at the implementation of the National Curriculum Guidelines for the Education of Ethnic-Racial Relations. Through interviews and questionnaires, the results indicated that there is an affirmative movement in the school that enables intercultural pedagogical practices to value African-Brazilian and African History and Culture.
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收藏
页码：117 / 128
页数：12
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