Resumo

RIZZO, Jakellinny Gonçalves de Souza  e  MARQUES, Eugênia Portela de Siqueira. The epistemic displacement brought by DCNERER and the initial teacher education. R. Educ. Públ. [online]. 2020, vol.29, e8952.  Epub 02-Mar-2020. ISSN 2238-2097.  https://doi.org/10.29286/rep.v29ijan/dez.8952.

The study presents the changes brought by the National Curriculum Guidelines for the Education of Ethnic-Racial Relations (DCNERER), in the curriculum of Pedagogy courses of the State of Mato Grosso do Sul, with the insertion of African and Afro-Brazilian History and Culture. It seeks to ensure the pedagogical knowledge necessary for future teachers to teach classes in a critical perspective and identify the epistemic displacement brought to the curriculum. It dialogues with Postcolonial Studies that tension the knowledge legitimized by the colonizer. It was concluded that there are significant advances for the formation of future teachers to educate in the perspective of critical and decolonial intercultural education.

Palavras-chave : Curriculum; Guidelines; Teacher training; Decoloniality.

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