Abstract
It was only recently that the theme of multiculturalism became a part of the research about ethnic and racial diversity in the Brazilian educational field. Even so, it is important to emphasize that it has gained very specific features in the country. In the Brazilian case, it can be noted that cultural diversity and economic inequality mark our social life and, consequently, our schools, which is a political problem based on the claims made possible by the country’s democratization (1985), with the space conquered in the parliamentary debates due to the pressure exercised by the activism of the black and indigenous movements. They attempt to legally include something that challenges/overcomes the widespread social belief that there is no prejudice in Brazil.
We thank the School of Education in the names of Sonia Teresinha de Sousa Penin and Maria Cecília Cortez Christiano de Souza: 2006 – March 2010 and Lisete Regina Gomes Arelaro and Marília Pontes Spósito: April 2010 – April 2014, who provided material support so that this work could be done.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
Although the scope of this work does not include issues related to minority groups such as: gender and lesbian, gay, bisexual and transgender (LGBT) people, it must be noted that the debate about such issues has grown exponentially in Brazil, in addition to recent legal achievements, as the “gay marriage” and which also unfold onto educational policies involving diversity. IBGE’s study shows that Brazil has already over 60,000 people living in a same-sex partnership. The Southeast area is the one with more couples declaring to be homosexual, with 32,202 saying so. Next we find the Northeast area with12,196 people; and South, with 8.034 individuals. The amount represents 0.2% of total spouses (37,547,000) all over the country. It is the first time such data was inquired.
- 2.
Paraphrasing Silva (2006) we’re using the concept of race as a social, rather than a biological fact.
- 3.
Despite very violent episodes, such as: the massive killing caused by slavery and by the acculturation of the Indian people; the forced conversion imposed by the Jesuits in the colonial period on the natives; the almost marginal nature to which the traditional religious practices of the Africans were relegated; it seems to have occurred in the country a kind of social pact in which the segregationist practices didn’t acquire significant importance.
- 4.
The racial relations studies from 1940 to 1960 confirmed that vision. See, among others, Pierson ([1942] 1971), Azevedo (1953), Wagley (1952), Harris (1956).
- 5.
Some anthropologists (see Maggie 1996; Fry 1995–1996, Schwarcz 1999) recalled that the myth of the racial democracy, before being a “false awareness”, is a set of values that has concrete effects on the practices of the individuals. Therefore, that myth couldn’t be interpreted only as an “illusion”, because, to a great extent, it was and still is an important set of ideas to calm down and to restrain prejudices (See Guimarães 2006).
- 6.
That period is also known as “Vargas’s Dictatorship”.
- 7.
See FERNANDES, Florestan. A integração do negro na sociedade de classes. 5ª Ed. São Paulo: Globo, 2008.
- 8.
Peter McLaren (1997) understands the representations of ethnic groups and class as a product of social struggles about signs and meanings. It favors the transformation of the social, cultural and institutional relations in which the meanings are generated. He refuses to see culture as non-conflictive; he argues that the diversity must be stated “within a critical policy and commitment with social justice” (Apud et al. 2008).
- 9.
Such highlight was influenced by the acting of Darci Ribeiro, who was an Indigenist anthropologist, the author of the bill, as well as by the mobilization of those people themselves for their peculiarities to be considered in the discussions about educational curricula and guidelines.
- 10.
November 20th, the date of the death of Zumbi dos Palmares, who was a hero of the resistance of the African people during slavery.
- 11.
Among them we can mention: the creation of the Secretary for Ongoing Education, Literacy and Diversity (2004); Resolution CD/FNDE N°. 1428/04/08, setting criteria for financial assistance to the higher education institutions, with the objective of encouraging actions for the initial and the ongoing training of elementary education teachers and for the elaboration of specific schoolbooks, within the scope of the Program of Affirmative Actions for the Black Population in the Higher Education Institutions (Uniafro).
- 12.
The quilombos were rural settlements formed in Brazil during colonial times by freed, runaway or manumitted African slaves.
- 13.
Capoeira: at the same time a martial art, dance and sport, it was brought to Brazil by African slaves who, when prohibited from taking part in their traditional contests, converted their skill into a dance as a way of maintaining their traditional culture.
- 14.
The recently approved Statute of Racial Equality has also taken on this meaning of affirmative action.
- 15.
In 2006, for example, only 27 % of the students who entered USP (state university considered to be one of the best in the country) came from public schools. That led to a greater strictness of the social reproduction of the elites, associating once again class, color and public opportunities for ascension to levels that were close, at least in relative terms, to those of the First Republic (1889–1930).
References
Sources
http://noticias.r7.com/brasil/noticias/lula-sanciona-o-estatuto-da-igualdade-racial-20100720.html
Data from IBGE (Access between March and July, 2010): http://www.ibge.gov.br/censo/;http://www.ibge.gov.br/home/estatistica/populacao/censo2000/default_atlas.shtm http://www.ibge.gov.br/home/estatistica/populacao/censo2000/default_atlas.shtm; http://www.ibge.gov.br/home/presidencia/noticias/noticia
“Comunicação social, September 17th, 2006”. http://www.mundoeducacao.com.br/geografia/populacao-atual-brasil.htm
Data from IPEA (Access between March and July, 2010): http://www.ipea.gov.br/sites/000/2/destaque/Pesquisa_Retrato_das_Desigualdades.pdf; http://www.ipea.gov.br/005/00502001.jsp?ttCD_CHAVE=563
Data from CAPES: (Access between 06/24/2010 and 07/06/2010): http://capesdw.capes.gov.br/capesdw/. Search Criteria; Author: All; Subject: Cultural Diversity; Education; Institution: All; Level: All Base Year: 1997 to 2009. Author: All; Subject: Multiculturalism; Education; Institution: All; Level: All; Base Year: 1997 to 2009.
Federal Documents on Education Mentioned: Transversal Theme Cultural Plurality in the National Curricular Parameters (1997). http://portal.mec.gov.br/seb/arquivos/pdf/pluralidade.pdf
Educational Guidelines for High School (1998): http://www.zinder.com.br/legislacao/dcn.htm#ceb1598; ftp://ftp.ibge.gov.br/Indicadores_Sociais/Sintese_de_Indicadores_Sociais_2013/SIS_2013.pdf. Acesso em 30 de setembro de 2014.
Legal References
Brazil. Constitution of the Federative Republic of Brazil (Senate), 1988.
Brazil. MEC. Act of Guidelines and Bases of the National Education. Brazil. 1996.
BRASIL. RESOLUÇÃO CEB N° 3, DE 26 DE JUNHO DE 1998 (1998a) (*) (**) Institui as Diretrizes Curriculares Nacionais para o Ensino Médio.
Brasília: MEC/SEF. Disponível em http://www.seduc.ro.gov.br/portal/legislacao/RESCNE003_1998.pdf Acesso em 04 jan 2016.
Brazil, & Secretary of Elementary Education. (1998b). National curriculum parameters: Third and fourth cycles: presentation of the transversal themes. Brasília: MEC/SEF.
BRASIL. Lei de Diretrizes e Bases da Educação Nacional. Lei número 9394, 20 de dezembro de 1996. Disponível em. http://portal.mec.gov.br/arquivos/pdf/ldb.pdf Acesso em 04 jan 2016.
BRASIL. Decree No. 6096, of April 24th, 2007. Creates the Program to Support Restructuring and Expansion Plans for the Federal Universities – REUNI.
BRASIL. Act No. 11096 of January 13th, 2005. Creates the Program ‘University for All” – PROUNI.
BRASIL. Act No. 12711, of August 29th, 2012, that set forth the admission to the federal universities and the federal technical institutes (high-school level).
BRASIL. Act No. 13005, of June 25, 2014, sets forth the National Education Plan (PNE) and other provisions. http://portal.mec.gov.br/seb/arquivos/pdf/livro101.pdf PCN 1st to 4th grades; http://portal.mec.gov.br/seb/arquivos/pdf/pluralidade.pdf pesquisados em 08/10/09 PCN 5th to 8th grades; http://portal.mec.gov.br/seb/arquivos/pdf/introducao.pdf Introduction to the PCN. Consulted between 2006 and 2009.
BRASIL. National Curriculum Guidelines for the Education of the Ethnic and Racial Relations and for the Teaching of Afro-Brazilian and Africa History and Culture. Brasília, Federal District, MEC, June 2005.
Articles
Akkari, A., & Mylena, S. (2010). Dealing with cultural diversity in the Brazilian educational system. In Revista Educação em Questão, Natal, 38(24), 9–33.
American Psychological Association [APA]. (1996), p. 02. Apud SILVERIO, V. R. “Ações Afirmativas e Diversidade Étnico-Racial”. In Ações Afirmativas e Combate ao Racismo nas Américas/Sales Augusto dos Santos (Org.).– Brasília: Ministério da Educação: UNESCO, 2005, p. 144. Disponível em http://etnicoracial.mec.gov.br/images/pdf/publicacoes/acoes_afirm_combate_racismo_americas.pdf. Acesso em 04 jan 2016.
Azevedo, F. (1953). A educação e seus problemas. Saulo Paulo: Tomo Primeiro.
Baniwa, G. (2013). Educação escolar indígena no Brasil e os desafios da diversidade intercultural. Anexo - EDUCAÇÃO E DIVERSIDADE, Boletim 14, Setembro 2013, pp. 32–39.
Batista, A. C., Silva Junior, P. M., & Canen, A. (2013). Em busca de um diálogo entre Plano Nacional de Educação (PNE), formação de professores e multi/interculturalismo. Ensaio: Avaliação e Políticas Públicas em Educação, 21(79), 253–267. Disponível em: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-40362013000200005&lng=en&tlng=pt. Acesso em: 04 jan 2016.
Canclini, G. N. (1991). Los estúdios culturales de los 80 a los 90: perspectivas antropológicas y sociológicas en América Latina. Punto de Vista, n. 90, set. 1991.
Canclini, G. N. (1995). Consumidores e cidadãos: conflitos multiculturais da globalização. Rio de Janeiro: UFRJ.
Canclini, G. N. (1997). Culturas híbridas. EDUSP: São Paulo.
Canclini, G. N. (1999). La globalización imaginada. Paidós: Buenos Aires.
Candau, V. M. e Koff, A. M. N. S. (2006) Conversas com… sobre a didática e a perspectiva multi/intercultural. In: Educ. Soc., Campinas, vol. 27, n. 95, p. 471-493, maio/ago. 2006. Disponível em http://www.cedes.unicamp.br. Acesso em 04 jan 2016.
Canen, A., & Giseli Pereli de Moura, X. (2011). Formação continuada de professores para a diversidade cultural: ênfases, silêncios e perspectivas. Revista Brasileira de Educação, 16(48), set.-dez, 2011, 641–661.
Cott, V., & Lee, D. (2000). The friendly liquidation of the past: the politics of diversity in Latin America. Pittsburgh: University of Pittsburgh Press.
Dominicé, P. (1992). L’ histoire de vie comme processus de formation. Paris: Édition L’Harmattan.
Fleuri, R. M. (2006). Políticas da Diferença: para além dos estereótipos na prática educacional. Educação & Sociedade [online]. Dossier: “políticas educacionais e diferenças culturais”, 27(95). Campinas May/August, 2006, 495–520. Disponível em http://www.scielo.br/pdf/es/v27n95/a09v2795.pdf Acesso em 04 Jan 2016.
Freyre, G. (1963). Casa-Grande & Senzala. 12ª edição brasileira, 13ª edição em língua portuguesa. Brasília, Editôra Universidade de Brasília, 1963.
Fry, P. O que a Cinderela negra tem a dizer sobre a “política racial” no Brasil.
Revista USP, São Paulo (28): 122–135; dezembro/fevereiro 1995/1996.
Guimarães, A. S. A. (2006). Depois da democracia racial. Tempo Social: Sociology Magazine of USP, 18(02), 269–287.
Hall, S. (Ed.). (1997a). The spectacle of the other. In Representation: Cultural representations and signifying practices. London: Sage.
Hall, S. (1997b). Old and new identities, old and new ethnicities. In A. D. King (Ed.), Culture, globalization and the world system. Minneapolis: University of Minnesota Press.
Lorenzet, D., & Carpenedo, V. D. (2012). Multiculturalismo, Intercultura e as Políticas Afirmativas. IX ANPED SUL, 2012, p. 7–8.
Maggie, I. (1996). “Aqueles a Quem foi Negada a Cor do Dia”: As Categorias Cor e Raça na Cultura Brasileira. In Marcos Chor Maio e Ricardo Ventura dos Santos (orgs.). Raça, Ciência e Sociedade. Rio de Janeiro, Centro Cultural do Banco do Brasil/Editora da Fiocruz.
Mclaren, P. (1997). Multiculturalismo Crítico. São Paulo: Cortez.
Mclaren, P. e Giroux, H. (2000). Escrevendo das margens: geografias de identidade, pedagogia e poder. In P. Mclaren (Ed.), Multiculturalismo revolucionário: pedagogia do dissenso para o novo milênio (pp. 25–50). Porto Alegre: ArtMed.
Moisés, D., Melo, M. L., Malheiro, J. M. da S. (2013). Desafios do currículo multicultural na educação superior para indígenas. Educação e Pesquisa, São Paulo, 39(1), pp. 111–125.
Pansini, F., & Nenevé, M. (2008). Educação multicultural e formação docente. Currículo sem Fronteiras, 8(1), 31–48. Disponível em: http://www.curriculosemfronteiras.org/vol8iss1articles/pansini_neneve.pdf
Perrelli, M. A. de S. (2008). ‘Conhecimentos tradicional’ e currículo multicultural: notas com base em uma experiência com estudantes indígenas Kaiowá/Guarani. In Ciênc. Educ. (Bauru) [online] 14(03), 381–396.
Pierson, D. (1971). Brancos e pretos na Bahia: estudo de contato racial. 2ª edição. SP: Companhia Editora Nacional [1942].
Rodrigues, T. C. (2013). Educação e Relações Étnico-Raciais. In EDUCAÇÃO E DIVERSIDADE, Boletim 14, Setembro 2013, p. 14-19.
Schwarcz, L. K. M. (1999). História e Etnologia. Lévi-Strauss e os embates em região de fronteira. Revista de Antropologia, 42(1–2), 199–222.
Silva, G. M. D. (2006) Ações afirmativas no Brasil e na África do Sul. Tempo soc., nov. 2006, 18(2), 131–165. Disponível em: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-20702006000200007&lng=pt&tlng=pt. Acesso em: 04 jan 2016.
Silva, Tomaz Tadeu da. Documentos de identidade: uma introdução às teorias do currículo. Belo Horizonte: Autêntica, 2007.
Silverio, V. R. (2005). Ações Afirmativas e Diversidade Étnico-Racial. In Ações Afirmativas e Combate ao Racismo nas Américas / Sales Augusto dos Santos (Org.). Brasília: Ministério da Educação: UNESCO, 2005, p. 141-164. Disponível em http://etnicoracial.mec.gov.br/images/pdf/publicacoes/acoes_afirm_combate_racismo_americas.pdf. Acesso em 04 jan 2016.
Torla, P. L. (1997). Etnologia: antropologia. Petrópolis: Vozes.
Vianna, C., & Unbehaum, S. (2006). Gênero na educação básica: quem se importa? Uma análise de documentos de políticas públicas no Brasil. In Educação & Sociedade [online] Dossier: “políticas educacionais e diferenças culturais”, 27(95), 407–428. Campinas Maio/Agosto, 2006. Disponível em: http://dx.doi.org/10.1590/S0101-73302006000200005. Acesso 04 jan 2016.
Wagley, C. (1952). Race and class in rural Brazil. UNESCO.
Federal documents on education mentioned: Transversal theme cultural plurality in the national curricular parameters. (1997). http://portal.mec.gov.br/seb/arquivos/pdf/pluralidade.pdf
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Chamlian, H.C., Kowalewski, D.P. (2016). Multiculturalism in the Brazilian Education: Challenges and Perspectives. In: Lo Bianco, J., Bal, A. (eds) Learning from Difference: Comparative Accounts of Multicultural Education. Multilingual Education, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-26880-4_6
Download citation
DOI: https://doi.org/10.1007/978-3-319-26880-4_6
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-26879-8
Online ISBN: 978-3-319-26880-4
eBook Packages: EducationEducation (R0)