Education of ethnic-racial relations

necessary dialogues between university and school in the construction of an antiracist curriculum

Abstract

This study proposes to reflect on the education of ethnic-racial relations (ERER), taking as a starting point the trajectory of formulating guidelines that, via legal instruments, guide its implementation in Brazil. Therefore, the documents that support this political initiative in the education field are examined in order to support a reflective dialogue on tensions, disputes of interests and narratives and consequent political pressures on a still troubled path. Relevant actors involved in this public policy are also objects of interest, with special emphasis on black social movements and school communities. Resistance, gaps and difficulties are identified for the effective implementation of ERER in everyday school life, as well as complex movements so that ERER can be effectively implemented in Brazilian education; however, we would like to highlight that two fronts are vital for the work: (i) effective implementation at school by teachers, managers and the school community, and (ii) solid training of teachers and managers on the topic to be able to develop effective ERER actions. Therefore, in this work we propose to analyze both higher and basic education fields in relation to ERER and the possible and necessary dialogues between them.