Situando as relações raciais e representações sobre mestiçagem em escolas acrianas
This article presents the results from a research that analysed the teaching practices of history and afro-brazilian and african culture. It aims at understanding how teachers and school staff from four public schools in Rio Branco, State of Acre, Brazil, implemented the policy regarding the them...
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| Formato: | article |
| Lenguaje: | EN ES PT |
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Nepan editor
2021
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| Materias: | |
| Acceso en línea: | https://doi.org/10.29327/210932.9.1-1 https://doaj.org/article/66fa3257e08243b08158fde2e4180e73 |
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| Sumario: | This article presents the results from a research that analysed the teaching practices of history and afro-brazilian and african culture. It aims at understanding how teachers and school staff from four public schools in Rio Branco, State of Acre, Brazil, implemented the policy regarding the theme addressed by the law n. 10.639/2003. Focal groups were conducted with teachers and school staff. The results point out that the actions taken by teachers and school management members are influenced by their beliefs concerning race, racism, racial discrimination, local historic education and multiple heritage. Their actions mediate the importance of the implementation of a school curriculum and policies towards the teaching of history and Afro-Brazilian and african culture. The denial of racial discrimination becomes one of the mechanisms for non-implementing the prescriptions for teaching history and Afro-Brazilian and African culture. |
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