Resumo

MARQUES, Tiago Soares  e  CAMPOS, Deivison Moacir Cezar de. WHITENESS AND HISTORY TEACHERS’ FORMATION IN THE NATIONAL CURRICULAR GUIDELINES. Revista Teias [online]. 2022, vol.23, n.71, pp.185-198.  Epub 28-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2022.70138.

This article aims to analyze how whiteness is inscribed in the National Curricular Guidelines (NCG) to the formation of teachers, particularly thinking on History teachers’ formation. It is highlighted the historical process of this area and how it has been guided as a Eurocentric conception of the curriculum. At the same time, in contemporaneity it is spread, despite some improvements, the idea of a Euroreferenced history. This way, parting from a cultural analysis, the NCGs to the formation of teachers are analyzed, inside their respective contexts, understanding their particularities - for example, the attention given to the ethnicracial theme - and similarities - the way in which runs through the documents the multicultural notion of diversity, that contemplates different racial groups, but does not question social structures. It is concluded that the current guidelines do not contribute to the problematization of whiteness as power structure and of History as instrument of this power, being necessary a higher deepening and articulation with education and ethnic-racial relations to an effective change of social reality.

Palavras-chave : whiteness and history teachers’; formation; national curricular guidelines; curriculum.

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