Affirmative action and pedagogical practices for black people education

Abstract

In this article, we pointed out the results of a study that investigated the inclusion processes for black people in public schools. The objective was to appropriate concepts and processes of inclusion for blacks at school, through a bibliographic research on the theme, the legislation in force in Brazil in the last three decades and the record of interviews on thematic oral history, with pedagogical advisors involved in the process. From these data, reflections on affirmative actions and pedagogical practices are presented for the re-education of ethnic-racial relations, in the perspective of creating an inclusive school. In this context, the discussions on how affirmative actions, specialized educational assistance and continuing education can contribute to the universalization of rights and guarantee education for all, become relevant. Such discussions are supported by the social and legal needs to consolidate actions and establish democratic spaces, which recognize issues related to identity and difference and seek to overcome stigmas and stereotypes.