ABSTRACT:
The aim of this article was to analyze how curriculum prescriptions contribute to combat racism by means of the teaching of Portuguese language in high schools. The theoretical and methodological frameworks, which are grounded on Bakhtin, implied the dialogue-based discourse analysis of the following curriculums: the Brazilian Education Guidelines Law, the Brazilian Curriculum Parameters for High School Education, the New Brazilian Curriculum Parameters for Primary Education, the Curriculum Drivers for High School Education, and National Common Core Curriculum. The analysis of the results obtained revealed that although there are national common core curriculums which are committed to racial and ethnic relations, sticking to traditional teaching practices proves that syllabus directives alone fail to promote racial equality in Brazil.
Keywords:
Curriculum; Racial and ethnic relations; High school education; Bakhtin; Portuguese language