Foreword to the Thematic Section - Education and Ethnic-Racial Relations

New approaches are established, as well as new ways to feel and experience sciences, arts and History in the educational field, through pluralistic images and expanded meanings that are open to distinct words. [...]these thirteen years that have passed since the establishment of the law that obliges...

Full description

Saved in:
Bibliographic Details
Published inEducação e realidade Vol. 42; no. 1; p. 7
Main Authors Meinerz, Carla Beatriz, Pereira, Júnia Sales
Format Journal Article
LanguageEnglish
Published Porto Alegre Universidade Federal do Rio Grande do Sul, Faculdade de Educação 01.01.2017
Subjects
Academic Achievement
African Culture
Controversial Issues (Course Content)
Didacticism
Educational Change
Educational Practices
Elementary Secondary Education
History Instruction
Inservice Education
Multiculturalism & pluralism
Psychological Needs
Racial Discrimination
Racial Relations
Racism
Slavery
State Policy
Teaching
Teaching Methods
Textbooks
Brazil
Portugal
Online AccessGet full text

Cover

More Information
Summary:New approaches are established, as well as new ways to feel and experience sciences, arts and History in the educational field, through pluralistic images and expanded meanings that are open to distinct words. [...]these thirteen years that have passed since the establishment of the law that obliges the teaching of Afro-Brazilian and African cultures and History and of ethnic-racial relations allow us to elaborate - even minimally - some appreciation of the trajectory, and essentially to analyze with which scenarios Brazilian teachers and managers face for a qualified, brave and pluralistic approach of ethnic-racial relations. The conflicts faced by educators nowadays also allow to elucidate the possibilities of action they have and how teachers training is primarily linked to interactionist foundations from the sociocultural point of view. [...]it is in the exchange of experiences between teachers and researchers and in face of horizons of expectations, struggles and action that the authors/collaborators of the Thematic Section present their contributions to the contemporary debate concerning the relation between education and ethnic-racial relations. [...]these topics emerge from individual and collective experiences that are marked by pain and suffering, tenderness and affection, and from the social commitment for knowledge production based on justice, peace, equality and equity. [...]Joan Pagès, Gabriel Villalón and Alicia Zamorano, in History Teaching and Ethnic Diversity: the Chilean and the Spanish cases, discuss the ethnic and racial diversity as a characteristic of the current world, but not yet solved in the school curriculum, particularly regarding the teaching of history and social sciences.
ISSN:0100-3143
2175-6236
DOI:10.1590/2175-623670331