COLONIALIDADES, CURRÍCULO E RELAÇÕES ÉTNICO RACIAIS: UMA ANÁLISE DOS TENSIONAMENTOS RACIAIS ENTRE CRIANÇAS NA ESCOLA

https://doi.org/10.29327/211653.6.4-3

Abstract

This work presents results of an action research carried out in a class of 2nd year of Elementary School of a school located in the great city of Florianópolis, whose objective was to understand, from the law 10.639 / 03 ways in which racial tensions among children manifest themselves in school. The racial tensions between children are presented through what we will call graphic visual registers, in other words means that we use drawings made from the researchers' looks as a methodological resource. In this methodological approach, AFONSO (2004) emphasizes that the use of drawings in researches has been replaced over the years by the technological advances of image capture, leaving them in disuse. We reflect that curricula operate through the colonialities of being, knowledge and power (QUIJANO, 2010), and Law 10,639 / 03 is an alternative for the construction of an egalitarian, antiracist and decolonial education. In this sense, we emphasize that we understand curriculum as a "social and historical artifact in constant transformation, where the different factors intertwine and determine each other" (PASSOS, 2014, 177). As a result it was possible to identify that whiteness through white children and is reinforced by the school structure and curriculum subalternizing black children and reinforcing racism.