O SCHOOL MOVEMENT WITHOUT (?) PARTY, PEDAGOGICAL PRACTICES AND THE EDUCATION OF ETHNIC-RACIAL RELATIONS

Abstract

This article is part of research that aims to discuss the current tension about the need for neutrality in the pedagogical action guided by the Movimento Escola Sem (?) Partido and how such discussion alters the pedagogical practices affecting the work of the teacher. We will deal with this space of problematizing how this movement contributes to the regression of the realization of an Education of Ethnic-Racial Relations, for this we conducted an exploratory research of cases published on the Internet about teachers who suffered some type of reprisal in the exercise of teaching and were analyzed in the light of the theoretical production of Frigotto (2017), Gadotti (2016), Freitas (2015), Penna (2016, 2017), Ramos (2017), Gomes (2012). We identified several, but we will bring 3 of which 2 deal with the racial issue and 1 deal with class inequalities, which allows us to conclude that anti-racist education is under threat, as well as, a critical education that seeks the emancipation of the subjects.