PROTAGONISMO DOCENTE NA EDUCAÇÃO DAS RELAÇÕES ÉTNICO-RACIAIS: resistência epistemológica em tempos de pandemia
The article argues that the National Curriculum Guidelines for the Education of Ethnic-Racial Relations (DCNERER) caused an epistemic shift to the curriculum and pedagogical practice, by questioning Eurocentric knowledge that historically was legitimized as universal and that silenced African and Af...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande (FURG) |
| Repositorio: | Momento (Rio Grande. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.furg.br:article/13220 |
| Acceso en línea: | https://periodicos.furg.br/momento/article/view/13220 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação Prática pedagógica Pandemia DCNERER |
| Sumario: | The article argues that the National Curriculum Guidelines for the Education of Ethnic-Racial Relations (DCNERER) caused an epistemic shift to the curriculum and pedagogical practice, by questioning Eurocentric knowledge that historically was legitimized as universal and that silenced African and Afro-Brazilian knowledge. The study was carried out within the scope of research carried out by researchers from the Research Group on Racial Relations and Teacher Education – GEPRAFE. Qualitative in nature with a theoretical approach inspired by Postcolonial Studies, it was carried out in municipal public schools in Campo Grande –MS. In the context of the pandemic, with the streamlining of curriculum reorganization and remote classes, the role of the teacher to ensure the realization of the DCNERER and the content on the appreciation of African and Afro-Brazilian culture in basic education constitutes epistemological resistance and defense of the school democratic. |
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