The BNCC and the DCNERER: Approximations and propositions for the work with the theme of Ethnic-Racial Education from Decolonial Pedagogy
This article aims to analyze how the proposals of the National Curriculum Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture are considered in the context of the Common National Curriculum Base linking Decolonial Pedagogy as...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Estadual de Ponta Grossa (UEPG) |
| Repositorio: | Olhar de Professor (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:uepg.br:article/20448 |
| Acceso en línea: | https://revistas.uepg.br/index.php/olhardeprofessor/article/view/20448 |
| Access Level: | acceso abierto |
| Palabra clave: | BNCC DCNERER PEDAGOGIA DECOLONIAL BNCC. DCNERER. Decolonial Pedagogy. Pedagogía Decolonial. |
| Sumario: | This article aims to analyze how the proposals of the National Curriculum Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture are considered in the context of the Common National Curriculum Base linking Decolonial Pedagogy as a possibility for the development of an Education for Ethnic-Racial Relations that considers African and Afro-Brazilian History and Culture in the early years of Elementary School. For this purpose, the literature review was considered to subsidize propositions having as theoretical references the authors of the Modernity/Coloniality Group. Although approximations between these documents appear superficially, the possibility of working with Decolonial Pedagogy is shown as an opportunity to guarantee the right to an Education for Ethnic-Racial Relations in an Afrodiasphoric perspective. |
|---|