<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202024000100051</article-id>
<article-id pub-id-type="doi">10.23925/2175-3520.2024i57p51-61</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[UM DEBATE SOBRE A RAÇA: ANÁLISE DOS PROJETOS POLÍTICOS PEDAGÓGICOS DOS MUNICÍPIOS DE SUMARÉ E HORTOLÂNDIA]]></article-title>
<article-title xml:lang="en"><![CDATA[A debate about race: analysis of political pedagogical projects of the cities Sumaré and Hortolândia]]></article-title>
<article-title xml:lang="es"><![CDATA[Un debate sobre la raza: análisis de proyectos político pedagógicos de las ciudades Sumaré y Hortolândia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Bruna Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Thaís]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Elisabete Figueroa dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>57</volume>
<fpage>51</fpage>
<lpage>61</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202024000100051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202024000100051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202024000100051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa como o tratamento dado à temática das relações étnico-raciais nos Projetos Políticos Pedagógicos (PPPs) dos municípios de Sumaré e Hortolândia está alinhado ou não às propostas do Currículo Paulista para a etapa da Educação Básica. Foram selecionados 35 Projetos da Diretoria de Ensino de Sumaré, dos quais quatro são aqui analisados documentalmente, com vistas a: identificar a frequência em que apareciam os termos estratégicos de busca utilizados (exemplos: &#8220;raça&#8221;, &#8220;etnia&#8221; e &#8220;relações étnico-raciais&#8221;); levantar os trechos textuais correspondentes; verificar os contextos em que os termos eram mencionados e compreender as concepções de ERER praticadas nos Projetos. As análises são amparadas por uma perspectiva teórica pós-crítica, a qual compreende o currículo como um instrumento de poder, cuja seleção não imparcial dos conteúdos se expressa na formação política e pedagógica dos indivíduos. Constatamos que a escola que mais menciona os termos citados, usa uma vez o termo &#8220;raça&#8221; e quatro vezes expressões relacionadas a &#8220;relações étnico-raciais&#8221; e/ou &#8220;etnia&#8221;, em alusão à aceitação da pluralidade no ambiente escolar. Apontamos, assim, o esvaziamento de uma pauta ou projeto pedagógico para ERER: a deseducação vigora como proposta. Discutimos como os PPPs não são acionados como instrumentos para prever ou garantir a aplicabilidade das leis 10.639/03 e 11.645/08, o que está alinhado a um antirracismo conivente, uma perspectiva antirracista cooptada pelo racismo à brasileira: presente nos discursos, mas inefetivo na prática, devido às dificuldades de rompimento com as estruturas seculares do racismo e da branquitude.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.: &#8220;race&#8221;, &#8220;ethnicity&#8221; and &#8220;ethnic-racial relations&#8221;) 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 &#8220;race&#8221; once and expressions related to &#8220;ethnic-racial relations&#8221; and/or &#8220;ethnicity&#8221; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza cómo el tratamiento dado al tema de las relaciones étnico-raciales en los Proyectos Políticos Pedagógicos de los municipios de Sumaré y Hortolândia se alinea o no con las propuestas del Currículo de São Paulo para las etapas de Educación básica. Se seleccionaron 35 proyectos del Consejo de Educación de Sumaré, cuatro de los cuales están documentados aquí, con miras a: identificar la frecuencia con la que aparecieron los términos estratégicos de búsqueda utilizados (por ejemplo, &#8220;raza&#8221;, &#8220;etnia&#8221; y &#8220;relaciones étnico-étnicas&#8221;); levantar los extractos textuales correspondientes; comprobar los contextos en los que se mencionaron los términos; y, comprender los conceptos de ERER practicados en los Proyectos. Los análisis se sustentan en una perspectiva teórica poscrítica, que entiende el currículo como un instrumento de poder, cuya selección no imparcial de contenidos se expresa en la formación política y pedagógica de los individuos. Encontramos que la escuela que menciona con mayor frecuencia utiliza el término &#8220;raza&#8221; una vez y expresiones relacionadas con &#8220;relaciones étnico-raciales&#8221; y/o &#8220;etnicidad&#8221; cuatro veces, aludiendo a la aceptación de la pluralidad en el ambiente escolar. Señalamos así el vaciamiento de una agenda o proyecto pedagógico para la ERER: la deseducación está vigente como propuesta. Discutimos cómo las APP no son utilizadas como instrumentos para predecir o garantizar la aplicabilidad de las leyes 10.639/03 y 11.645/08, que se alinean con un antirracismo colusorio, una perspectiva antirracista cooptada por el racismo brasileño: presente en los discursos, pero ineficaz en la práctica, debido a las dificultades de romper con las estructuras seculares del racismo y la blancura.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Relações étnicas e raciais]]></kwd>
<kwd lng="pt"><![CDATA[Currículo e Projeto Político Pedagógico]]></kwd>
<kwd lng="en"><![CDATA[Ethnic racial relations]]></kwd>
<kwd lng="en"><![CDATA[Curriculum and Political Pedagogical Project]]></kwd>
<kwd lng="es"><![CDATA[Relaciones étnicas y raciales]]></kwd>
<kwd lng="es"><![CDATA[Currículo y Proyecto Político Pedagógico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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