ABSTRACT:
The African presence is constitutive of the American continent but remains circumscribed to a racial hierarchy. This process, characterized by epistemicide reverberates in school education, that integrated the processes of domination at the expense of denial of cultures, languages, narratives. Discursive practices that are based on devices of educational policies for the recognition of the black presence in the American continent are the theme of this article. The concept of diaspora offers an analytical contribution to focus these devices on the discursive practice of black and afrodescendent movements. In the first topic, we approach, from the procedures of the intercultural translation, the approximations between Brazil and Colombia in the disputes of the black and afro-descendent movements by the education. Next, we analyze the demands of these movements, converted into education policies, under the aegis of diversity. Finally, we identify reverberations of diversity policies that allow us to name the logics that structure school education and broaden the understanding repertoire of the world.
Keywords:
Education; African diaspora; Interculturality; Brazil; Colombia