O Pibid Como Estratégia De Implementação Das Dcnerer Nos Espaços Da Formação Docente Do Pedagogo, Na Universidade E Nas Escolas

This article aims to propose reflections on the need to think about a black curriculum, considering our trajectories of black women, researchers and activists of ethnic-racial education in which we understand that racism throughout its colonial genesis subalternizes and invisible black bodies in space which reproduces racial inequalities that permeate society. We think in this sense along with authors who are our foundations in this discussion, such as Frantz Fanon, Tomas Tadeu Silva and Azoilda Loretto da Trindade, that this curriculum is born in the course of the history of the education of the black that is effective in the law 10.639 / 03 and if it gives under an afro civilizing percpectiva that, and in the deconstruction of practices of coloniality existing in the school environment. We bring in the symbology of the adinkra alphabet the Sankofa the importance of Judah to look back and so look at the present and project the future but also in the design of the as well as civilizing value that indicates strength of achievement and is this force will be is the black curriculum, understands it in the perspective of the realization of a democratic, critical and plural education

Curriculum · Humanities · Linguistics · Pedagogy · Racism · Sociology · Education Pedagogy and Practices · Engineering · Gender Studies · Philosophy · Race, Identity, and Education in Brazil · Rural and Ethnic Education