Resumo

FREITAS, MARCEL DE ALMEIDA. ANTHROPOLOGY AND SCHOOL EDUCATION: INDIGENOUS EDUCATION, THE FIGHT AGAINST MISOGYNY, LGBTT-PHOBIA, AND DISCRIMINATION AGAINST AFRO-BRAZILIAN CULTURE. Educ. rev. [online]. 2021, vol.37, e26064.  Epub 13-Jul-2021. ISSN 1982-6621.  https://doi.org/10.1590/0102-469826064.

The article focuses on some contributions of Anthropology to four aspects of schooling education: the indigenous schooling, the discrimination against women and LGBTT individuals, and the prejudice against Afro-Brazilian cultural practices and religious traditions. Regarding the methodology, we did a theoretical review about these themes in the interface of Anthropology and Education. Here the concept of school is understood as the main manifestation of formal education in the West and from the concept of educational field, that is, from its historical, social, political, economic and, particularly, cultural structures, a perspective in which Anthropology can strongly contribute. One of the most important anthropological postulates for School Education is that, contrary to common sense, human behavior does not depend so heavily on nature, but results mainly from learning in collective contexts. The main aim of this theoretical contribution is to present some challenges in the relationship among school, educational field, Brazilian culture and the extent to which school is not yet prepared to recognize and accept difference and diversity. In this text, we propose that Anthropology should turn more to school education and that, especially one of its practical application, the Pedagogy, could be more open to contributions from the anthropological field as it has been occuring , for instance, with Sociology and Psychology.

Palavras-chave : anthropology and school; misoginy; LGBTTphobia; afro-brazilian culture; indigenous education.

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