Education, racism and social inequalities

Seminar 2008

Chair: CLACSO
Coordination: Kátia Regis and Cidinalva Neris (Federal University of Maranhão, Brazil)
Home: 26 / 03 / 2020 | Registration: 27/12/2019 al 25/03/2020

Workload: 12 weeks – 90 hours.

PRESENTATION OF THE COURSE

We intend to reflect on the educational policies for teaching African History and Culture and the Diaspora by reflecting on the educational legislation implemented in these countries since 1990, which seeks to promote ethnic-racial equality and the implementation of curricular practices in an intercultural and emancipatory perspective. Our starting point is that, in Latin America and the Caribbean, ethnic-racial diversity has been treated as inequality and is being used by elites as an element of exclusion and discrimination based on racism. To overcome this quadro, it is essential to reconfirm ethnic-racial inequality as a common historical element in these countries that cross national borders; It also implies in the problematization of everyday recreation two processes of domination and exclusion. It is considered that the educational policies implemented in these societies are a privileged space for this understanding and problem-solving, in addition to enabling the possibilities of curricular practices in an intercultural and emancipatory perspective.

Introduction to concepts of racism and inequality
Racism: a historical-social process of exclusion in Latin America and the Caribbean
Reflecting on social inequalities in Latin America and the Caribbean
Social and educational movements in Latin America and the Caribbean: ways to combat racism and social inequalities.
Curriculum
A Eurocentric perspective in curricular practices
The construction of curricular practices in a critical and emancipatory intercultural perspective
Curriculum policies in Latin America for the inclusion of African History and Culture and the Diaspora: challenges and perspectives
Curriculum policies in Latin America for the inclusion of African History and Culture and the Diaspora: challenges and perspectives

GENERAL BIBLIOGRAPHY

What does curriculum mean? In: Knowledge and uncertainties about the curriculum. Sacristán, J. Gimeno. Porto Alegre: Penso, 2013, p. 16-35.
Castiano, José. Introduction. In: CASTIANO, JOSÉ. The knowledge located in the academy – conditions and possibilities of its legitimacy. Maputo: Editora Educar/CEMEC/Universidade Pedagógica, 2013, p. 5-14.
Castillo, Sandra Soler. Racism and education: a critical review. Education in Magazine. Vol. 34, Set. 2018 http://www.scielo.br/pdf/edur/v34/1982-6621-edur-34-e192221.pdf. Accessed on August 12, 2019.
Chirix, et al. Theoretical framework. In. CHIRIX, et al. Study on racism, discrimination and inequality gaps in Guatemala: a conceptual look, Mexico (Estudos e Pesquisas) 44422, Comissão Econômica das Nações Unidas para o Desenvolvimento América Latina e Caribe (ECLAC). 2019. P. 7-18
Gomes, Nilma Lino. Ethnic-racial relations, education and decolonization of curricula. Curriculum without Fronteiras, v.12, n.1, Jan/Apr 2012, p. 98-109.
Igreja, Rebecca Lemos, AGUDELO, Carlos. Afro-descendants in Latin America and the Caribbean: new paths, new perspectives in a multicultural global context. Magazine of Studies and Research on America. V. 8, No. 1, 2014.
Loango, Anny Ocoro; OLIVEIRA, Marcos de Jesus; BORGES, Roberto Carlos da Silva. African diaspora: present events and perspectives for the future. Revista da Associação Brasileira de Pesquisadores/as Negros/as (ABPN), [Sl], v. 10, no. 26, p. 04-09, out. 2018. ISSN 2177-2770. Available in:
Miranda, Claudia, Araújo, Helena Maria Marques. Counter-hegemonic memories and education for ethnic-racial relations: colonial practices in peripheral contexts. Perspective magazine of the educational science center. Vol. 37, No. 2, Apr. jun. 2019, p. 378-397.
Morris, Eric. A look at popular education and epistemologies of the South: the Universidade Popular dos Movimentos Sociais. Studies in Practical Philosophy and History of Ideas / Online ISSN 1851-9490 / Vol. 19
Munanga, Kabengele. A conceptual approach to the notions of race, racism, identity and ethnicity. Lecture given at the 3rd National Seminar on Racial and Educational Relations-PENESB-RJ
Reding, Sofía. Diversity and Racism in Latin America. Latin America. Journal of Latin American Studies, no. 44. Center for Research on Latin America and the Caribbean, Federal District, Mexico. 2007. P. 157-179.
Reygadas, Introduction. In. REYGADAS, Luis. Appropriation: Unraveling the Networks of Inequality/ Rubí (Barcelona): Anthropos Editorial; Mexico: Universidad Autónoma Metropolitana. Iztapalapa, 2008. P. 8-29
Reygadas, Luis. Appropriation and expropriation: a procedural approach to inequality. In: REYGADAS, Luis. Appropriation. Unraveling the networks of inequality. Barcelona and Mexico: Antropos, 2008. Pp. 33-110
Sacristán, J. Gimeno. The curriculum: the contents of teaching or a practical analysis? In: sacristan, J. Gimeno; Gomez, a. I. Pérez. Understand and transform or ensino. 4th ed. Porto Alegre: Artmed, 1998a, p. 119-148.
Santos, Boaventura de Sousa. Beyond Eurocentric Political Imagination and Critical Theory. Revista Crítica de Ciências Sociais 114 | 2017
Scherer-warren, Ilse. Networks of social movements in Latin America - paths for an emancipatory policy? Cad. CRH. vol.21 no.54 Salvador Sept./Dec. 2008.
Sousa, Andréia Lisboa de. Education and equality in Latin America and the Caribbean: the question of racial discrimination. Latin American Campaign for the Right to Education, 2009.
Torres Santomé, J. Curricular Justice and the Urgency of Rethinking the School Curriculum. Intervention in the Colloquium: Curriculum – Society: Voices, Tensions and Perspectives. Mexico City, October 11, 12, 13 and 14, 2016.
Walsh, Catherine. Introduction: The Pedagogical and the Decolonial: Interweaving Paths. In: WALSH, Catherine. (Ed.). Decolonial Pedagogies. Insurgent Practices of Resisting, (Re)existing and (Re)living. Decolonial Thought Series. Abya-Yala Publishers. Ecuador, 2017, pp. 2-68.

PAYMENT METHODS

Payment method

If you have a link with a CLACSO Associated Center:

Paying in one payment: USD 95 (includes issuance and shipping costs of the digital certificate).

If you have a link with a Network or Institution Associated with CLACSO:

Paying in one payment: USD 140 (includes issuance and shipping costs of the digital certificate).

If you do NOT have a link with a CLACSO Associated Center:

Paying in one payment BEFORE 16/03/2020: USD 150 (includes issuance and shipping costs of the digital certificate).
Paying in one payment: USD 190 (includes issuance and shipping costs of the digital certificate).

FAQ

What do I need to take a CLACSO virtual seminar?

The basic requirements for taking a seminar are:

Availability of at least 4 hours per week to dedicate to the seminar course.
Internet access.
Reasonable handling of communication and computer tools.
Language proficiency in the language in which the course will be taught. The official languages are Spanish and Portuguese.

What is the length of a CLACSO virtual seminar? What is the total number of hours?

The seminars last 12 weeks, plus the completion of a final project. A total of 90 hours of dedication will be credited.

What is the work modality and dynamics?

A course consists of twelve classes, each accompanied by required readings, supplementary readings, discussion forums, and learning activities proposed by the teaching team, as well as partial submissions and a final project. The course is delivered online and asynchronously. Some instructors may propose synchronous activities. In these cases, the time and date will be agreed upon in advance between the teaching team and the students to ensure everyone's participation. To pass the seminar, students must participate in at least 80% of the discussion forums and activities proposed by the instructors, complete all scheduled partial submissions, and pass the final project.