Ethnic-racial content in the pedagogical policy project: importance, perspectives, and challenges
International Journal of Development Research
Ethnic-racial content in the pedagogical policy project: importance, perspectives, and challenges
Received 25th January, 2021 Received in revised form 17th January, 2021 Accepted 20th February, 2021 Published online 30th March, 2021
Copyright © 2021, Ana Luiza dos Anjos Araújo Vale et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The present article aims to discuss the importance of including and implementing ethno-racial content in the Political Pedagogical Project, in accordance with the document of the National Plan for the Implementation of the National Curricular Guidelines for Education on Ethnic-Racial Relations and for Teaching Afro-Brazilian and African History and Culture. This document is an achievement of social movements, especially the Brazilian black movement, which has substantially contributed to the fight against racism in Brazilian society and built a space for diversity in everyday school life. The scholars who grounded this study were GOMES (2012), VEIGA (2012), LUCK (2009), MUNANGA (2005,2016), ROMÃO (2005), among others. In the end, The National Plan for the implementation of national curriculum guidelines for education of ethnic-racial relations and for the teaching of Afro-Brazilian and African history and culture brings, in its entirety, arguments in defense of dialogue between the school community about ethnic-racial relations present in the PPP, in favor of a democratic, antiracist and plural education.
