<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602020000100248</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2020v10n1id828</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Cultura negra e educação antirracista no currículo escolar: potencialidades do trabalho educativo por meio da literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Black culture and antirracist education in the school curriculum: potentialities of educational work through literature]]></article-title>
<article-title xml:lang="es"><![CDATA[Cultura negra y educación antirracista en el currículo escolar: potencialidades del trabajo educativo por medio de la literatura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Nivaldo Alexandre de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinho]]></surname>
<given-names><![CDATA[Camila Maria Santos de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cantão]]></surname>
<given-names><![CDATA[Jessica Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Rondonópolis  ]]></institution>
<addr-line><![CDATA[Rondonópolis MT]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Rondonopolis  ]]></institution>
<addr-line><![CDATA[Rondonópolis MT]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Rondonopolis  ]]></institution>
<addr-line><![CDATA[Rondonopolis MT]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>10</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602020000100248&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602020000100248&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602020000100248&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo discute a necessidade de discussões sobre a cultura negra e o racismo na escola e busca fornecer um exemplo de como a literatura pode contribuir para isso de maneira consistente. O texto se divide em três partes. Na primeira, é exposto o longo caminho de interdições a que o negro foi submetido em sua história, como a tentativa de imposição de uma falsa democracia racial, a fragilização econômica e social, a tentativa de apagamento da história com os processos assimilatórios e de embranquecimento. Mas reflete também acerca das várias formas de resistência frente a esse sofrimento, o que inclui a preservação da cultura imaterial. Na segunda parte, a literatura e sua capacidade de expor a realidade são tomadas para pensar um aspecto que pode, no interior da escola, levar à consciência do racismo e a uma situação propícia à identificação com o outro, criando condições para a diversidade e para uma educação de fato inclusiva. Na terceira parte é analisada uma obra literária especificamente &#8211; O mulato, de Aluísio Azevedo &#8211; como um exemplo de uma discussão que precisa ser feita na escola, de modo a destacar e combater o racismo que percorre longa data na história brasileira e possui raízes em múltiplas áreas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article addresses the need for debates about black culture and racism in school and aims at providing an example of how literature can consistently contribute to this. The paper is divided into three parts. The first one approaches the long road of interdictions to which the Negro was subjected in his history, such as the attempt to impose a false racial democracy, the economic and social fragilization, the attempt to erase history through assimilation and whitening. But it also reflects on the various forms of resistance to this suffering, which includes the preservation of immaterial culture. In the second part, literature and its capacity to expose reality are taken to reflect about an aspect that can, within the school, lead to an awareness of racism and a situation conducive to identification with the other, creating conditions for diversity and for inclusive education. In the third part, a literary work is analyzed specifically &#8211; O mulato, by Aluísio Azevedo &#8211; as an example of a discussion that needs to be done in school in order to highlight and fight against racism that has been going on for a long time in Brazilian history and has roots in multiple areas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como objetivo discutir cuál es la importancia y la relación entre la cultura negra y el racismo en la escuela; así como analizar un ejemplo de cómo la literatura puede contribuir al debate. El artículo se divide en tres partes. En la primera parte, se expone el largo camino de interdicciones a que el negro fue sometido en su historia como la imposición de una falsa democracia racial, la fragilización económica y social, el intento de borrar de la historia con los procesos asimilatorios y de blanqueamiento. También discute sobre las diversas formas de resistencia frente a ese sufrimiento, lo que incluye la preservación de la cultura inmaterial. En la segunda parte, la literatura y su capacidad de exponer la realidade, son utilizadas para pensar un aspecto que puede, dentro de la escuela, llevar a la conciencia del racismo y a una situación propicia para la identificación con el outro y crear condiciones para la diversidad y para una educación inclusiva. Finalmente, en la tercera parte, se analiza una obra literaria específica: O mulato, de Aluísio Azevedo, como un ejemplo para discutir, destacar y combatir el racismo en la historia brasileña y que tiene raíces en múltiples áreas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Racismo]]></kwd>
<kwd lng="pt"><![CDATA[literatura]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="en"><![CDATA[Racism]]></kwd>
<kwd lng="en"><![CDATA[literature]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="es"><![CDATA[Racismo]]></kwd>
<kwd lng="es"><![CDATA[literatura]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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