Contributions of Brazilian educational policies: possibilities for dialogue and valuing ethnic and racial diversity in the school context

Marciele Nazaré Coelho, Francisca de Lima Constantino


The diversity of cultures, of ways of being and existing in the world is increasingly seen as a process present in the context of schools and especially in classrooms. Immigration, internal and external displacements, different cultures, ethnicities present in the school imply reflections of an emancipatory, dialogical education that demands from teachers, male and female students, a positioning and a dialogue in favor of unity in diversity and in favor of equality of differences. In this perspective, we dedicate ourselves to dual and emancipatory theories that can contribute to the reflection of the events that took place in the educational context. Based on the communicative methodology, the analysis of educational practices, based on a section of the field research already completed, brings to the dialogue the possibilities that the school has in working with Brazilian legislation within the scope of black, Afro-Brazilian and African culture. From the results, we present the possibilities of an anti-racist education that favors dialogue and respect among the different.


educational policies; transformation; diversity; equality of differences

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IJRS - International Journal of Roma Studies | ISSN:2462-425X

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