RESISTANCE AND REEXISTENCE TO CONSOLIDATE ANTI-RACIST AND DECOLONIZING EDUCATION IN BRAZIL

THE CRY OF THE EXCLUDED

Abstract

A social cliché is commonly used that states that “education is the way out.” However, it is necessary to ask: what kind of education? Because, as educator Carlos Rodrigues Brandão states in his work, there is no single formula or model of education; therefore, there are types of education, and if any of them are based on racism, they dehumanize it. Thus, this article aims to: explore the category of “anti-racism” through a debate about the importance of a decolonial education that values ​​black and non-white people. The research is divided into three areas of relevance: I) To analyze the current scenario regarding the anti-racist struggle, considering the historical context of Brazilian education and the advancement of public policies; II) To compare textbooks from public and private schools from the perspective of how black people appear: how are they portrayed? and III) To present ways to solve the educational training of individuals, through an anti-racist teaching-learning process. To this end, the methodology is based on Ruth Wodak's Critical Discourse Analysis, which focuses on recognizing discourse, deconstructing naturalized conceptions, and revealing systems of oppression. Thus, the analysis of language becomes a site of struggle and social power. In short, in contrast to the abolitionist laws for show, the amendment of the LDB by law no. 10.639 must be established in the current practice of educators in affirmative actions.