Educational politcsand ethnic-race relations: contributions of CNE/CP 3/2004 for childhood education in Brazil

Abstract

This article aims to consider the contributions of the CNE 003/04 and its resolution 001/04, National Curriculum Guidelines for Education of Ethinic-Race Relations and History and Culture's Afro-Brazilian and African Teaching for childhood education and the impact of this public policy in teaching practice. The methodology chosen was the documentary analysis of legislative sources, among them the Law 10639/2003 and Guidelines already mentioned. This paper points out how this legislation requires a professors' watchful eye concerning to ethnic-race heterogeneity in primary school as well as a legitimate development of childhood pedagogies that enhances perceptions of the world, subject and sociocultural realities, yielding an environment in which the other one would not be a factor or element, but a keystone in order to build the educational act.