Educação e direitos humanos: especificidades das relações étnico-raciais no Brasil

Abstract

This paper addresses the presences and absences of socially relevant themes related to human rights, within the legal frameworks that prescribe what should be taught in Basic Education in Brazil. It highlights the context of the legal obligation to teach African, Afro-Brazilian and indigenous history and culture, related to the Education of Ethnic-Racial Relations (ERER), as a framework for affirmative action and anti-racism policies in Brazil, in the field of Education. ERER is analyzed as a social demand, notably built by the Black Movement, a project of racial equity for Brazilian society and State policy instituted since 2003, through article 26-A of the National Education Guidelines and Bases Law. The legal prescriptions, instituted by public agreements linked to the contemporary processes of historical reparation, are crossed by the present-day clashes and project socially controversial themes to the curriculum. The text presents research results that interrogate racism in school education, as an example of controversial subject, analyzing pedagogical practices experienced by managers and teachers of a municipal network in the metropolitan region of Porto Alegre, Rio Grande do Sul. The conceptual definition of ERER is officially made explicit from the Opinion of the National Council of Education / Full Council (CNE/CP) 03/2004, here dealt with at the intersection with Education for Human Rights and the specificities of race relations in Brazil.