Abstract

BACKES, José Licínio. Curriculum Studies in Brazil: the (non) place of the concepts of hybridism, interculturality, multiculturalism, race, ethnicity and gender. Sér.-Estud. [online]. 2014, n.37, pp.155-164. ISSN 2318-1982.  https://doi.org/10.20435/2318-1982-2014-v.37(11).

This paper analyzes the (non) place of the concepts of hybridism, interculturality, multiculturalism, race, ethnicity and gender in the curriculum field, showing that either their centrality or the lack of it produces a range of effects on this field. In order to perform this analysis, all the papers presented in the Curriculum Work Group (GT12) of the National Association of Post-Graduation and Research in Education (ANPEd) in the 2008-2012 period were read and examined, making up the total of 69 papers. The analysis has shown that the concepts were more otien used as adjectives to qualify different realities than as nouns, and their meanings were barely explicit in the papers. Concepts and themes related to gender and ethnic-racial relations were scarcely evidenced in the papers (non-centrality), and so were issues concerning interculturality and multiculturalism in the curriculum field. Although such presence contributes to the re-signification of the curriculum field, we have concluded that it would be increased if such concepts were seen as more central and the concern with their explicitation were greater.

Keywords : Curriculum Studies; ANPEd; Curriculum Work Group.

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