Logical-historical movement and curriculum

ethnic-racial relations in teacher education for the New Brazilian High School

Abstract

This article analyzes the implementation process of the New Brazilian High School curriculum from the perspective of the logical-historical movement. We developed activities on topics present in the new curriculum as part of the teacher education of a public school in the Federal District. This text presents reflections on the theme of one of the meetings: ethnic-racial relations. Based on an analysis of educational historiographies, official documents, and teachers’ statements, we seek to show how the reform maintains a focus on market interests and marginalizes the knowledge of Black and Indigenous populations, which are addressed in a fragmented and superficial way. We argue that understanding the curriculum as a historical and social product makes it possible to build pedagogical practices that recognize and value ethnic-racial diversity, moving toward a humanizing and emancipatory education.