| dc.description.abstract | The education of ethno-racial relations, the focus of this research, provided for the Law 10.639/2003, deals with the teaching of Afro-Brazilian and African history and culture emphasizing the importance of black culture in the formation of Brazilian society, and introducing in the school curriculum the theme of diversity and difference. Based on this, the general objective of this research is to understand how work is articulated with the education of ethno-racial relations, in order to identify practices that reveal the potential of overcoming prejudices and inequalities, in this sphere of social relations, in the curriculum in action in the Elementary School. The study was developed in a school unit of the municipal education system of the city of São Carlos, SP, through an intervention type research in which the researcher was also the teacher of the class. The intervention involved the activities developed during one semester, in 2017, in the class of 2nd year of Elementary School under the responsibility of the teacher-researcher. The activities carried out in the classroom were recorded in audio and registered in field diaries, constituting the data of the research. The research was based on theoretical references related to the intercultural perspective, to ethno-racial relations and to the curriculum. The organization of the data was based on episodes referring to both programmed and spontaneous activities, involving pedagogical practices that had aspects related to the theme in focus. The analysis of data and interlacing with the literature brought important considerations to the teaching practice and, above all, to the pedagogical work on the ethno-racial theme related to the black population in the curriculum in action in the intercultural perspective, which privileges the respect and appreciation of the "other" as well as mutual collaboration. In addition, it has been shown that it is possible to work pedagogically with ethno-racial relations in all curricular components in elementary school - initial years, either in a previously planned or spontaneous way, from situations generated in the curriculum in action. The paper also sought to show some possibilities for rethinking the ways of educating for diversity and reconstructing educational processes geared towards the excluded people, based on the idea that much of what went wrong with the world came from education anchored only in Eurocentric thought, without the due critical eye. Working ethno-racial in the intercultural approach is not to impose ideas or ideals, it is to propose ideas and ideals. It is listening to the voice and not giving the voice. It is giving oneself respect and not imposing respect. It is dialogue and not determination. Finally, to work in the perspective that we defend is: destabilize and reconstruct stereotyped concepts about the black people in our society and show that everything is learned through the act of education, because if we can learn to hate, we can also learn to respect. | |
