Resumo

SANTOS, Mariana Fernandes dos; VALADARES, Flavio Biasutti  e  MACEDO, Yuri Miguel. (DES) MEETINGS FOR AN AFROCENTRATED CURRICULUM IN PORTUGUESE LANGUAGE EDUCATION IN AVERAGE EDUCATIONAL TECHNICAL EDUCATION INTEGRATED TO MIDDLE SCHOOL. Rev. Exitus [online]. 2019, vol.9, n.4, pp.204-231.  Epub 15-Maio-2020. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2019v9n4id1010.

The processes of building curricula in the Brazilian education historically have as reference the Eurocentric and Western epistemological centralism institutionalized and naturalized, disregarding cultural differences. As far as the curriculum of the Portuguese language is concerned at different levels of education, monolinguism, monoculturalism, colonialist literary reference, protagonism of only one ethnic group, linguistic purism, among other aspects that caused cultural racism, establishing normalization and limitation of senses and meanings of language practices in Portuguese language teaching in basic education. In view of this, we see the importance of problematizations around this reality, especially when it comes to basic professional education (Integrated Technical High School) considering the need to counteract the educational practices consolidated in many of the institutions that offer these courses. Thus, in this article we focus on the objective of analyzing how the Portuguese Language curriculum (LP) is built in the Integrated Secondary Education course at the Federal Institute of Education, Science and Technology of Bahia (IFBA), campus Eunápolis, in in relation to the promotion of racial equality, having as theoretical-methodological reference the studies of intercultural and colonial (s) basis. The results demonstrate that the LP curriculum studied does not even contemplate the legal framework for the promotion of racial equality. In view of this, we emphasize the constant need to problematize school curricula, considering the Afrocentricity paradigm as a path to intercultural pathways, epistemological decolonization, colonial decentralization and, at the same time, the proposition of other forms of experiences with cultural differences.

Palavras-chave : Teaching of Portuguese Language; Discolonialities; Afrocentricity.

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