| Revista: | Educacao & sociedade |
| Base de datos: | CLASE |
| Número de sistema: | 000511168 |
| ISSN: | 0101-7330 |
| Autors: | Carvalho, Isabela Bastos de1 Castro, Alexandre de Carvalho2 |
| Institucions: | 1Instituto Federal de Educacao, Ciencia e Tecnologia Fluminense, Marica, Rio de Janeiro. Brasil 2Centro Federal de Educacao Tecnologica Celso Suckow da Fonseca, Rio de Janeiro. Brasil |
| Any: | 2017 |
| Període: | Ene-Mar |
| Volum: | 38 |
| Número: | 138 |
| País: | Brasil |
| Idioma: | Portugués |
| Tipo de documento: | Artículo |
| Enfoque: | Analítico, descriptivo |
| Resumen en inglés | The aim of this article was to analyze how curriculum prescriptions contribute to combat racism by means of the teaching of Portuguese language in high schools. The theoretical and methodological frameworks, which are grounded on Bakhtin, implied the dialogue-based discourse analysis of the following curriculums: the Brazilian Education Guidelines Law, the Brazilian Curriculum Parameters for High School Education, the New Brazilian Curriculum Parameters for Primary Education, the Curriculum Drivers for High School Education, and National Common Core Curriculum. The analysis of the results obtained revealed that although there are national common core curriculums which are committed to racial and ethnic relations, sticking to traditional teaching practices proves that syllabus directives alone fail to promote racial equality in Brazil |
| Otro resumen | Cet article vise à analyser les contributions des prescriptions du curriculum pour combattre le racisme dans les écoles secondaires par le biais de l’enseignement du portugais. Les références théoriques et méthodologiques sont fondées sur Bakhtine. Nous avons effectué une analyse du discours éminemment fondée sur le dialogue des programmes suivants: la Loi des Directrices et des Bases de l’Éducation National (LDB), les Paramètres du Curriculum secondaire, les nouveaux Paramètres brésiliens du curriculum primaire et du Curriculum pour le lycée (l’Éducation de Base) et la Base Commune pour l’élaboration du Curriculum National. L’analyse des résultats obtenus a révélé que, en dépit de l’existence de programmes engagés aux relations raciales et ethniques, la tenue des pratiques pédagogiques traditionnelles prouve que les directives du Curriculum seules ne réussissent pas à promouvoir l’égalité raciale au Brésil |
| Resumen en portugués | Este artigo teve por objetivo analisar a contribuição de prescrições curriculares para o enfrentamento do racismo, por meio do ensino de Língua Portuguesa no Ensino Médio. O referencial teórico-metodológico, pautado em Bakhtin, implicou a análise discursiva - eminentemente dialógica - de documentos curriculares: a Lei de Diretrizes e Bases da Educação Nacional, os Parâmetros Curriculares Nacionais para o Ensino Médio, as Novas Diretrizes Curriculares Nacionais da Educação Básica, as Orientações Curriculares para o Ensino Médio e a Base Nacional Comum Curricular. A análise dos resultados evidenciou que, embora existam currículos comprometidos com relações étnico-raciais, a manutenção das práticas tradicionais deixa claro que normas curriculares, por si só, são incapazes de promover igualdade racial no Brasil |
| Disciplines | Educación |
| Paraules clau: | Currículo, Educación media y media superior, Sociología de la educación, Sistemas educativos, Sociolingüística, Etnología y antropología social, Relaciones raciales, Relaciones étnicas, Educación secundaria, Bajtín, Mijaíl Mijailovich, Lenguaje, Portugués, Brasil |
| Keyword: | Curriculum, Curriculum, Middle and high school education, Sociology of education, Educational systems, Sociolinguistics, Ethnology and social anthropology, Race relations, Ethnic relations, High school education, Bajtín, Mijaíl Mijailovich, Language, Portuguese, Brazil |
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