School curriculum and the challenge of the law 10.639/2003

prospects of an inclusive education

Abstract

This study aims to identify and analyze the conceptions of racial issues that underpin pedagogical practices and discourses of teachers in the unfolding of the school curriculum, as well as to assess their chances of coping with racism. The analysis of the curriculum to the challenge of multiculturalism is a relevant discussion in the context of the implementation of Law 10.639/2003 and historical demands arising from the need for a curriculum that enables a wider democratic process and discussion of the subjects to be addressed in schools. The conception of curriculum as Narrative Racial Ethnic, we use in the construction of this work is that it is a territory in which racial issues are highlighted and possible think of as racial identities and subjectivities can be formed, as well as other narratives different, plural and against hegemonic can be built.