SEXUALITY IN AFRO-BRAZILIAN CURRICULUM

Abstract

The intention of this text is to show for a long time the Negro from enslaved Africa and Afro-descendants born in Brazil and in the world, were trained for a normalization that tried at all costs to condition them to the culture of the colonizer (council of Trento 1546 to 1563) , without taking into account their own culture, strengthened through slavery whip and repression, widely supported with the moralistic help of the church and later when it has access to formal school this culture will be imposed through a kind of catechism a curricular model that will undoubtedly be one of several disservices to our tolerance, respect and acceptance of difference and which, until the present day, generates acts of macho, sexist and prejudiced characteristics, promoting even illnesses Foucault (2006). In this way, our problem is how to adjust the curriculum to get rid of or reduce these ills? For this work we will walk the following way: First explain the paradigm of scientificity and how it does not account for the human sciences Kuhn (2016), Figueiredo (1995) and nor for curricula in postmodernity Doll Jr. (1997) Macedo (2000) . To show why the Afrodescendant body should be educated from a curriculum where its culture appears Macedo (2000), Geertz (2013), Laraia (2004) and the culture of the other with which cohabits once culture is semiotic, (ethnologist) interprets and describes it by smoothing the various symbolic intentions contained in it. To seek to propose a curriculum based on Afrodescendant culture based on the ancestral mythology of Prandi (2001), Verger (1997) orixás in texts of lyrics of MPB songs that deal with sexuality.

KEYWORDS: sexuality, curriculum, culture, Afrodescendant.