Abstract

ARAUJO, Débora Cristina de  and  DANTAS, Luís Thiago Freire. CURRICULUM UNCOVER: other voices, other epistemologies. Rev. Exitus [online]. 2019, vol.9, n.4, pp.147-175.  Epub May 15, 2020. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2019v9n4id1015.

Teacher practice is undoubtedly one of the major bottlenecks for the non-effective implementation of Law No. 10.639/2003 in basic education, and the curriculum represents one of the main agents of such immobility. Taking as a principle the decoding of knowledge and the diaspora literacy (KING, 1996), in this article, we propose to reflect on the predominant curriculum in the Brazilian educational system, and to discuss pedagogical practices that lead to ethnic-racial relations education. We focus on higher education - through the analysis of the curricular component titled Ethnic-Racial Relations Education for the undergraduate courses of a federal university - and on high school - through the analysis of the Philosophy subject matter taught in a state institution and in a federal one. These analyses include official documents and proposals for pedagogical practices developed during the years 2016 and 2018. The desired contributions are especially aimed at unveiling the curriculum and proposing concrete actions for the valorization of African and Afro-Brazilian principles in teacher education.

Keywords : Curriculum; Education of Ethnic-Racial Relations; Teacher practice.

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