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RACISM AND CURRICULUM IN INDIGENOUS EDUCATION

The effects of racism are part of the recurrent practices that take place in everyday life at the school, as it becomes invisible, by denying the history and the present of discriminated and excluded subjects who are not fully aware of it or who come to consider it acceptable. The public policies of... Full description

Main Author: Bruno Baronnet
Contributors: Martha Morales-González | Author
Contained in: Ra Ximhai (01.12.2018)
Fulltext access: Fulltext access (direct link - free access)
Interlibrary loan: Check possibility for interlibrary loan
Links: Additional Link (doaj.org)
Additional Link (drive.google.com)
Fulltext access (doaj.org)
ISSN: 1665-0441
Language: English
Spanish
Physical Description: Online-Ressource
PPN (Catalogue-ID): DOAJ040274578
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520 |a The effects of racism are part of the recurrent practices that take place in everyday life at the school, as it becomes invisible, by denying the history and the present of discriminated and excluded subjects who are not fully aware of it or who come to consider it acceptable. The public policies of basic education contribute to institutionally legitimize the discriminating manifestations, because they institutionalize structurally the racism of the dominant groups through their practical effects. In basic education, the state policies do not reach to promote practices of curricular justice directed to native peoples, where they are generating a kind of educational inequalities and difficulties. An alternative may be to influence the inter-learning of values linked to identity and territory, from indigenous epistemologies, promoted throughout study programs from the classroom. 
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