Diaspora Literacy and the Education of Ethnic-Racial Relations: theoretical-methodological approximations
DOI:
https://doi.org/10.5212/PraxEduc.v.17.19345.040Abstract
With the approximation of the 20-year anniversary of the Law no. 10.639/2003, it becomes extremely important to reflect on what challenges marked and still mark its trajectory. With this in mind, this article, of an essay nature, aims to highlight approximations between what the National Curriculum Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture (Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana – DCNERER) and the “Diaspora Literacy”, epistemological perspective that proposes the confrontation of “miseducation”, promoted by a curriculum and a formal ethnocentric and racist education system, which works to erase the history of the black population. The principles and foundations of the DCNERER and Diaspora Literacy are explored throughout the text, revealing the approximations between two diasporic perspectives that share interests in promoting changes in formal education, with a view to social transformation.
Keywords: DCNERER. Diaspora Literacy. Curriculum.
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