Educação para as relações étnico-raciais: percursos na educação municipal de Seara, Santa Catarina

Abstract

In its socio-historical context, Brazil is marked by intense (i)migratory movements that have populated the current Brazilian territory, (re)creating identities marked by ethnic-racial and cultural diversity. Education, as part of this process, is shaped by the references of ethnic groups, economic interests and government policies. This research looks at the way teaching took place in the first school in the town of Seara, opened in 1935 and currently located in the Caraíba district, as well as the nucleation of schools in 1998. To this end, we analyzed the Curriculum Guidelines for Primary Education in the Early Years and the Portuguese Language, Geography and History textbooks for the 4th and 5th years of Primary Education, used by teachers as a basis for teaching methodologies in the Early Years in the Municipal Basic Education network in the municipality of Seara (SC). The problem focuses on how, throughout the historical educational process in Seara (SC), black (caboclos) and indigenous students have been welcomed and included. The aim is to understand whether or not the subjects (black and indigenous students) were included, based on the legal bases and representations in images and content in teaching materials. The analysis is qualitative, and the variables allowed us to respond to the development of practices, in the light of the theoretical perspective of decoloniality, in dialogue with the concepts of “interculturality”, through Aníbal Quijano (2005) and Catherine Walsh (2017); “identity”, by Stuart Hall (2016) and Tomaz Tadeu da Silva (2014); the relationship with the Other in bell hooks (2017); and in curricula with Michael Apple (2021), José Gimeno Sacristán (2017) and Tomaz Tadeu da Silva (1999, 2010). On a methodological basis, the research follows Laurence Bardin (2004) with the analysis of documentary content and textbooks. Based on the research carried out, it was possible to understand the processes of education in the municipality of Seara, to get to know the Curriculum Guidelines for Primary Education in the Early Years and the respective need for updating in view of legislation and content that visualize teaching processes based on decolonial education. In addition, it was found that the teaching materials used in schools do not, in essence, provide an education beyond coloniality, as their content indicate images and activities that represent black and indigenous people in a brief and often stereotyped way, partially portraying cultural diversity, which does not contribute to breaking down racialized structures, nor does it implement an approach based on decolonial education.