National guidelines for quilombola school education: a perspective of counter-hegemonic education
This article deals with the Resolution nº 8 of November 20, 2012, which defines National Curricular Guidelines for Quilombola School Education in Basic Education. Through a bibliographical review of the literature on the Brazilian Educational Thought discipline of the Postgraduate Program in Educati...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade Federal de Uberlândia (UFU) |
| Repositorio: | Revista de educação popular (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.seer.ufu.br:article/41021 |
| Acceso en línea: | https://seer.ufu.br/index.php/reveducpop/article/view/41021 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação Hegemônica Educação Contra-hegemônica Educação Quilombola Hegemonic Education Counter-hegemonic Education Quilombola Education |
| Sumario: | This article deals with the Resolution nº 8 of November 20, 2012, which defines National Curricular Guidelines for Quilombola School Education in Basic Education. Through a bibliographical review of the literature on the Brazilian Educational Thought discipline of the Postgraduate Program in Education, Federal University of Amapá, State of Amapá, Brazil, the text proposes to analyze the Guidelines in a counter-hegemonic perspective of education through a differentiated curriculum in which the historically excluded subjects, in surmounting themselves, claiming for rights, recognition, and strengthening of knowledge, values and culture. |
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