Explorando a branquitude nas práticas pedagógicas e curriculares

In the present work, an approximation with the theoretical and methodological foundation of studies on the concept of whiteness in curricular and pedagogical practices is proposed.Thus, I initially present post-structuralism as a philosophical current that proposes to break with the structures of power, language, knowledge and knowledge that shape our perspective and the way we act and think in the face of the world. Subsequently, I bring the theoretical perspective of the concept of whiteness in the curriculum to the analysis and its ability to think about diversified pedagogical and curricular practices.This is a research with a bibliographic review with the help of the theoretical apparatus of the following authors: thoughts of Kabengele Munanga, Maria Aparecida Bento, Jota Mombaça, Lia Vainer Schucman, among others. Therefore, we found that the curriculum is configured as an instrument of dispute, therefore, the studies about them mentioned are ways of problematizing their recurrence in the school environment and the effects that their invisibilization can cause in ethnic-racial relations

Business · Education Pedagogy and Practices

• Ação afirmativa e o combate ao racismo institucional no Brasil

  Open Access•Valter Roberto Silvério•Cadernos de Pesquisa•2002

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