Demandas Raciais no Brasil e Política Curricular
Resumo
Neste texto, partimos da noção de currículo como enunciação para definir política curricular como articulação em torno do poder de significar, que fixa sentidos preferenciais provisórios em formações históricas e culturais muito específicas. Dialogamos com autores pós-coloniais, especialmente H. Bhabha e S. Hall, e com a teoria pós-estrutural do discurso formulada por E. Laclau e C. Mouffe. Nosso foco é a análise das Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana, promulgadas em 2004. Interessa-nos, mais especificamente, a análise dos movimentos históricos que constituíram o que passa a se denominar identidade afrodescendente. Destacamos, em relação às Diretrizes em análise, o fato de que tais identidades são, em diferentes momentos, reificadas pela utilização de estratégias de fixação identitária.
Palavras-chave: política de currículo; identidade étnico-racial; Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana.
Racial demands in Brazil and curriculum policy
Abstract
In this paper, curriculum is conceived as enunciation and curriculum policy considered as a process of articulation around the power of signifying whereby some preferential meanings are fixed, defining provisional positionalities in very specific historical and cultural formations. Theoretically, it is based on post-colonial authors, such as H. Bhabha and S. Hall, as well as on the post-estructural theory of discourse formulated by E. Laclau e C. Mouffe. The authors analyze the National Curriculum Guidelines for the Ethnic-racial Relations and for the Teaching of Afro-Brazilian and African History and Culture, enacted in 2004. The analysis focuses on understanding the historical production of what has been called Afro-Brazilian identity. Considering the Guidelines, the authors argue that these identities are, many times, reified by strategies that aim to fix them.
Keywords: curriculum policy; ethnic-racial identity; National Curriculum Guidelines for the ethnic-racial relations and for the teaching of Afro-Brazilian and African History and Culture.
Palavras-chave: política de currículo; identidade étnico-racial; Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana.
Racial demands in Brazil and curriculum policy
Abstract
In this paper, curriculum is conceived as enunciation and curriculum policy considered as a process of articulation around the power of signifying whereby some preferential meanings are fixed, defining provisional positionalities in very specific historical and cultural formations. Theoretically, it is based on post-colonial authors, such as H. Bhabha and S. Hall, as well as on the post-estructural theory of discourse formulated by E. Laclau e C. Mouffe. The authors analyze the National Curriculum Guidelines for the Ethnic-racial Relations and for the Teaching of Afro-Brazilian and African History and Culture, enacted in 2004. The analysis focuses on understanding the historical production of what has been called Afro-Brazilian identity. Considering the Guidelines, the authors argue that these identities are, many times, reified by strategies that aim to fix them.
Keywords: curriculum policy; ethnic-racial identity; National Curriculum Guidelines for the ethnic-racial relations and for the teaching of Afro-Brazilian and African History and Culture.