Abstract

RIBEIRO, Bruna Souza; GONCALVES, Thaís  and  SANTOS, Elisabete Figueroa dos. A debate about race: analysis of political pedagogical projects of the cities Sumaré and Hortolândia. Psic. da Ed. [online]. 2024, n.57, pp.51-61.  Epub Mar 05, 2025. ISSN 2175-3520.  https://doi.org/10.23925/2175-3520.2024i57p51-61.

This article analyzes how the treatment given to the theme of ethnic-racial relations in the Political Pedagogical Projects of the cities of Sumaré and Hortolândia is aligned or not with the proposals of the São Paulo Curriculum for Basic Education. Thirty-five Projects of the Sumaré Education Board, of these, four are documented here, with the aim of: identifying the frequency in which the strategic search terms used (e.g.: “race”, “ethnicity” and “ethnic-racial relations”) appeared; collecting the corresponding textual excerpts; verifying the contexts in which the terms were mentioned; and understanding the conceptions of ERER practiced in the Projects. The analyses are supported by a post-critical theoretical perspective, which understands the curriculum as an instrument of power, whose non-impartial selection of content is expressed in the political and pedagogical formation of individuals. We found that the school that mentions the terms mentioned the most uses the term “race” once and expressions related to “ethnic-racial relations” and/or “ethnicity” four times, alluding to the acceptance of plurality in the school environment. We thus point to the emptying of a pedagogical agenda or project for ERER: miseducation prevails as a proposal. We discuss how PPPs are not used as instruments to predict or guarantee the applicability of laws 10,639/03 and 11,645/08, what is aligned with a collusive anti-racism, an anti-racist perspective co-opted by Brazilian racism: present in speeches, but ineffective in practice, due to the difficulties of breaking with the secular structures of racism and whiteness.

Keywords : Ethnic racial relations; Curriculum and Political Pedagogical Project.