The New High School Curriculum, decoloniality, and decolonization: Perspectives on combating racism in schools

Abstract

This text refers to discussions on educational issues and recent curricular reforms currently underway, presenting an analysis of their structure and the presence of Afro-Brazilian and indigenous issues in the official text, with the aim of analyzing how racism is emphasized in the New High School Curriculum (NEM) since the implementation of Law No. 13,415/2017 and its opposition to the decolonial theoretical-practical perspective, verifying to what extent this current of thought is in opposition and can minimize or even eradicate the damage caused by acts of racism, reinforced in this type of curriculum by educational itineraries. Being bibliographic and documentary in nature, this study has a theoretical reference in Santos (2010); Mignolo (2017a) and Law No. 13,415/2017, as well as its apparent and possible epistemological justifications. Based on the inclusion of NEM, we analyze that acts of racism occur even in a veiled form within the curricular organization. In this regard, we understand that educational pathways act to accentuate racism in the teaching-learning process, bringing about the need to combat it using decolonial and decolonial attitudes, since this perspective values the cultures of subjects considered marginalized.