<?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>S2237-94602019000400204</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2019v9n4id1010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[(DES)ENCONTROS PARA UM CURRÍCULO AFROCENTRADO NO ENSINO DE LÍNGUA PORTUGUESA NA EDUCAÇÃO PROFISSIONAL TÉCNICA DE NÍVEL MÉDIO INTEGRADA AO ENSINO MÉDIO]]></article-title>
<article-title xml:lang="en"><![CDATA[(DES) MEETINGS FOR AN AFROCENTRATED CURRICULUM IN PORTUGUESE LANGUAGE EDUCATION IN AVERAGE EDUCATIONAL TECHNICAL EDUCATION INTEGRATED TO MIDDLE SCHOOL]]></article-title>
<article-title xml:lang="es"><![CDATA[(DES) ENCUENTROS PARA UN CURRICULUM AFROCENTRADO EN LA ENSEÑANZA DEL IDIOMA PORTUGUÉS EN LA EDUCACIÓN TÉCNICO PROFESIONAL INTEGRADA A LA ESCUELA MEDIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Mariana Fernandes dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valadares]]></surname>
<given-names><![CDATA[Flavio Biasutti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Macedo]]></surname>
<given-names><![CDATA[Yuri Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="Aa"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia da Bahia  ]]></institution>
<addr-line><![CDATA[Eunápolis ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="A3a">
<institution><![CDATA[,UFES Núcleo de Estudos Afro-brasileiros e indígenas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>9</volume>
<numero>4</numero>
<fpage>204</fpage>
<lpage>231</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602019000400204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602019000400204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602019000400204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Os processos de construção dos currículos na educação brasileira, historicamente, têm como referência o centralismo epistemológico eurocêntrico e ocidental institucionalizado e naturalizado desconsiderando as diferenças culturais. No que concerne ao currículo da língua portuguesa nos diversos níveis de ensino, predomina o monolinguismo, monoculturalismo, referência literária colonialista, protagonismo de apenas uma etnia, purismo linguístico, entre outros aspectos que ocasionaram o racismo cultural, instaurando a normatização e limitação de sentidos e significados das práticas linguageiras no ensino de língua portuguesa na educação básica. Diante disso, vemos a importância de problematizações em torno dessa realidade, em especial, quando se trata da educação básica profissional (Ensino Médio Integrado ao Técnico), considerando a necessidade do enfrentamento que há contra as práticas educativas tecnicistas, consolidadas em muitas das instituições que ofertam esses cursos. Nessa perspectiva, neste artigo, nos ocupamos do objetivo de analisar como se constitui o currículo de Língua portuguesa (LP) no curso Ensino Médio Integrado ao Técnico em Informática do Instituto Federal de Educação, Ciência e Tecnologia da Bahia (IFBA), Campus Eunápolis, em relação à promoção da igualdade racial, tendo como referenciais teórico-metodológicos os estudos de base intercultural e de(s) colonial. Os resultados demonstram que o currículo de LP estudado não contempla nem mesmo o marco legal para promoção da igualdade racial. Nesse aspecto, ressaltamos a necessidade constante de problematizar os currículos escolares, considerando o paradigma da afrocentricidade como um caminho para via intercultural, de descolonização epistemológica, de descentralidade colonial e, ao mesmo tempo, a proposição de outras formas de vivências com as diferenças culturais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Los procesos de construcción de los currículos en la educación brasileña históricamente tienen como referencia el centralismo epistemológico eurocéntrico y occidental institucionalizado y naturalizado, desconsiderando las diferencias culturales. En cuanto al plan de estudios de la lengua portuguesa en los distintos niveles de la educación, el monolingüismo predominante, monoculturalismo de referencia literaria colonial, el papel de un solo purismo étnica, lingüística entre otras cosas que causaron el racismo cultural, estableciendo la regulación y limitación de los significados y significados de las prácticas lingüísticas en la enseñanza del idioma Inglés en la enseñanza primaria. En este sentido, se trata de la educación básica profesional (enseñanza media integrada a la técnica) considerando la necesidad del enfrentamiento que hay contra las prácticas educativas tecnicistas consolidadas en muchas de las instituciones que ofrecen estos cursos. Por lo tanto, en este artículo nos preocupa analizar cómo es el plan de estudios de idioma Inglés (LP) en el curso de la Escuela Integrada de la educación técnica en computación del Instituto Federal de Educación, Ciencia y Tecnología de Bahía (IFBA), Campus Eunápolis, en relación con la promoción de la igualdad racial, teniendo como referencial teórico-metodológico los estudios de base intercultural y colonial. Los resultados demuestran que el currículo de LP estudiado no contempla ni siquiera el marco legal para promover la igualdad racial. En este sentido, se resalta la necesidad constante de problematizar los currículos escolares, considerando el paradigma de la afrocentricidad como un camino hacia la vía intercultural, de descolonización epistemológica, de descentralidad colonial y al mismo tiempo, la proposición de otras formas de vivencias con las diferencias culturales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Língua Portuguesa]]></kwd>
<kwd lng="pt"><![CDATA[Descolonialidades]]></kwd>
<kwd lng="pt"><![CDATA[Afrocentricidade]]></kwd>
<kwd lng="en"><![CDATA[Teaching of Portuguese Language]]></kwd>
<kwd lng="en"><![CDATA[Discolonialities]]></kwd>
<kwd lng="en"><![CDATA[Afrocentricity]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Inglés]]></kwd>
<kwd lng="es"><![CDATA[Descolonialidades]]></kwd>
<kwd lng="es"><![CDATA[Afrocentricidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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