Contributions of Brazilian educational policies: possibilities for dialogue and valuing ethnic and racial diversity in the school context

Marciele Nazaré Coelho,Francisca De Lima Constantino

doi:10.17583/ijrs.2020.5120

Abstract

The diversity of cultures, of ways of being and existing in the world is increasingly seen as a process present in the context of schools and especially in classrooms. Immigration, internal and external displacements, different cultures, ethnicities present in the school imply reflections of an emancipatory, dialogical education that demands from teachers, male and female students, a positioning and a dialogue in favor of unity in diversity and in favor of equality of differences. In this perspective, we dedicate ourselves to dual and emancipatory theories that can contribute to the reflection of the events that took place in the educational context. Based on the communicative methodology, the analysis of educational practices, based on a section of the field research already completed, brings to the dialogue the possibilities that the school has in working with Brazilian legislation within the scope of black, Afro-Brazilian and African culture. From the results, we present the possibilities of an anti-racist education that favors dialogue and respect among the different.

Highlights

The diversity of cultures, that is, the ways of being and acting in the world, is a concept increasingly present in schools, especially in classrooms
The general objective of this article is to discuss a more specific context of classroom didactics – that is, the classroom event in dialogue about ethnic, cultural, and social issues present in the educational context – from the perspective of educational policies aimed at diversity
In presenting the theoretical foundations of the dualistic perspective and emancipatory education, highlighting the topic of cultural and ethnic diversity in the dialogue with the concepts of interculturality and equality of differences, we take as an object of study the event in the classroom and the possibilities that this space provides for working with educational policies in favour of what is plural and diverse, that is, that seeks possibilities to become more

Summary

Introduction

The diversity of cultures, that is, the ways of being and acting in the world, is a concept increasingly present in schools, especially in classrooms.

Objectives

Results

Conclusion