O PODERIO DA EDUCAÇÃO: CURRÍCULO E PRÁTICA PARA TODOS INCLUSIVE PARA AS MINORIAS

Abstract

The debate on interculturality within schools is still challenging for agents when they are faced with the practical needs of promoting citizenship and respect for diversity in the classroom. Assuming that the school is, in essence, everyone's place, it is understood that in it one should learn and teach about respecting, emphasizing and praising different identities. In this sense, the enactment of laws such as Law 10.436/2002 (BRASIL, 2002) which recognizes the Brazilian Sign Language (Libras) at the national level and promotes bilingual teaching in schools with deaf students, and Law 10.639/2003 (BRASIL , 2003), which obliges the teaching of black culture and African stories in schools, constitute advances in the theoretical scope, although in everyday school practice they are still little evident and marginalized. This research, classified as bibliographical and documental (GIL, 2002), aims to reflect on minority groups and their literary and cultural representation in the school context. For this, authors from three areas of research were studied: minority peoples, deaf community and black community, based on studies carried out by, respectively, Lenin (2010) and Gramsci (1978) on minority peoples, Strobel (2008), on community surda and Silva (21995), in addition to legal documents that support the education of minority groups. As a result, the existence of legal support that encourages an intercultural, anti-racist education accessible to all is evident, but there are still obstacles in the implementation of practices and didactic and literary materials that address minority communities, such as the deaf and African communities.

Keywords: Minorities. Resume. Black community. Deaf community. Original people.