DIALOGUES BETWEEN AFRO DIASPORA AND EDUCATION: FOR A CURRICULUM IN FAVOR OF BLACK CULTURES

The African Diaspora, or Afro Diaspora, has been and continues as a result of a process of commodification at the time of colonization, now in the contemporary world. The most varied displacements and with them continuous processes of deterritoriality imply us a look around the practices of acculturation, silencing and cultural erasure of the black people. Thus, the present article is justified by the finding of the arrival of children in situations of displacement to municipal public schools in Duque de Caxias / RJ, concomitant with the demand presented by Law 10.639 / 96, which provides for the study of the History of Africa and Africans in the school curriculum. The school scene proves to be a reflection of society in that it tends to project in students a certain aesthetic and behavioral pattern from a given culture: the culture of the masculine, the straight, the Christian, the white, the European. Although it configures itself as a demographically diverse space, the values imposed are almost always based on a monocultural perspective. Thus, the objective is to draw attention to the need to think the school curriculum from a perspective in favor of African culture with contributions coming from the trajectories of immigrant children. The method employed was based on the contributions of the participant observation due to the interaction between the researcher and the subjects of the research, using interviews with students of the 5th year of schooling of a given public school in the municipality of Duque de Caxias / RJ . Preliminary results around the discourses and images elaborated by the children point to the fact that they reproduce practices of racism, not recognizing themselves as black or Afro-descendant children. Also intolerant behavior was observed in relation to religions of African matrix, more specifically candomble. Amid the demand for the construction of a curriculum that contemplates the history of Africa, as foreseen in current legislation, it was concluded that the presence of African children in the school scene can be seen as an important source of dissemination of black cultures, their trajectories and memories.