Abstract
This paper aims to analyze how ethnic and racial relations have been approached in schools evaluated with low Basic Education Development Index (IDEB). It is grounded on both the critical interculturality approach and the decolonial perspective, theoretical fields that have questioned the processes of hierarchization and subalternization based on the racialization of human beings. Data were obtained from interviews with teachers working in basic education schools with low IDEB in the state of Mato Grosso do Sul. Results have shown that all the teachers acknowledge the existence of racism, the need to overcome it, and the importance of discussing ethnic and racial relations in the curriculum; hence, their reflections have evidenced intercultural critical and decolonial potency.
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