A Implementação das DCNERER nas escolas públicas e os desafios para o currículo e práticas pedagógicas

Abstract

The school curriculum in Brazil historically legitimized Eurocentric knowledge and silenced African and Afro-Brazilian knowledge. The protagonism of the Black Brazilian Movement has historically claimed an intercultural and anti-racist educational project that strengthened the struggle for educational policies aimed at overcoming monoculturalism and re-signifying the history of the Negro. With Law n°. 10.693/2003, which made the study of Afro-Brazilian History and Culture in the school curriculum and the National Curriculum Guidelines for Ethnic-Racial Relations Education (DCNERER) mandatory, there was an epistemic shift to curriculum and practice pedagogical. The present study has as a general objective to identify the implementation of the guidelines in public schools in Mato Grosso do Sul. This research is part of the Education and Diversity research line of the Post-Graduation Program in Education of the Federal University of Grande Dourados (PPGEdu/UFGD). This is a qualitative research with a theoretical approach inspired by the Postcolonial Studies, carried out in two state schools in the city of Campo Grande and Dourados. The research was carried out through bibliographical review, documentary analysis, interviews and questionnaires. The results pointed out that there is an affirmative movement in the schools that allow intercultural pedagogical practices of appreciation of Afro-Brazilian and African history and culture through curricular decolonization.