RACIAL DEMANDS IN BRAZIL AND CURRICULUM POLICY

Abstract

In this paper, curriculum is conceived as enunciation and curriculum policy considered as a process of articulation around the power of signifying whereby some preferential meanings are fixed, defining provisional positionalities in very specific historical and cultural formations. Theoretically, it is based on post-colonial authors, such as H. Bhabha and S. Hall, as well as on the post-estructural theory of discourse formulated by E. Laclau e C. Mouffe. The authors analyze the National Curriculum Guidelines for the Ethnic-racial Relations and for the Teaching of Afro-Brazilian and African History and Culture, enacted in 2004. The analysis focuses on understanding the historical production of what has been called Afro-Brazilian identity. Considering the Guidelines, the authors argue that these identities are, many times, reified by strategies that aim to fix them.