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.

引用

页码：117 / 128

页数：12

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