Da teoria à prática: Letramentos Sociais e as Diretrizes Curriculares para educação étnico-raciais

Abstract

This research addresses the importance of interpreting official legal documents, including the National Curriculum Guidelines for Ethnic and Racial Relations Education, which support the teaching of Afro Brazilian and African Culture and History, as an irreparable source of socialization, especially when thought of in the sociability and plurality of the integral being, in a broad way and outside taboos and prejudices. The general objective of this research is to analyze the extent to which Social Literacies are present in the National Curriculum Guidelines for the Education of Ethnic and Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture in Brazil. Finally, it aims to understand the Curriculum Guidelines for Ethnic-Racial Education as an Educational Policy, as well as a legal document and, from this, to correlate these ideas with the concepts of Social Literacies (STREET, 2003) in order to see how such literacies are present in this document throughout its textual corpus. At the end of these analyses, I realize that there are laws that support ethnic and racial education within school spaces, and that it is possible to see these movements as Social Literacies (STREET, 2014), even if for now the applicability of these Laws does not reach all their real beneficiaries, we are moving towards increasingly allowing black men and women access to different social spaces.