Race and its intersections in the curricular design of history teachers in the Province of Buenos Aires
DOI:
https://doi.org/10.5902/1984644492113Keywords:
Race, Intersectionality, Curricular designAbstract
This article explores and analyzes the uses of “race” and its intersections in the curricular design of the 2022 history teachers of the Province of Buenos Aires, Argentina. To do this, it identifies the political and pedagogical principles that support it, and how hierarchies and racial inequalities, and their intersections, are addressed in this Design. At the same time, it makes visible the counterhegemonic discourses and curricular contents that dispute and propose reinterpretations within said curriculum. It will be argued that the incorporation of intersectional debates helps to build a curriculum that is more receptive to all actors that make up society, especially those such as indigenous and Afro-descendant peoples who have been shut out from these narratives. By adding other categories in addition to “gender,” curricular design contributes to more plural teacher training and more connected to diversity and with the problems faced by different groups in society. Although there are still outstanding debts, their commitment is deeply progressive and emancipatory.
References
ALMEIDA, Silvio Luiz de. O que é racismo estrutural. Belo Horizonte: Letramento, 2018.
BAUDELOT, Christian; ESTABLET, Roger. La escuela capitalista. México: Siglo XXI, 1990.
BERNSTEIN, Basil. Pedagogía, control simbólico e identidad. Madrid: Morata, 1998.
BOURDIEU, Pierre; PASSERON, Jean-Claude. La reproducción: elementos para una teoría del sistema de enseñanza. Madrid: Popular, 1970.
COLLINS, Patricia Hill. Se perdeu na tradução?Feminismo negro,interseccionalidade e política emancipatória. Revista Parágrafo, São Paulo, v. 5, n. 1, p. 6-17, jan./jun. 2017.
CONNELL, Raewyn W. Escuelas y justicia social. Madrid: Morata, 1997.
CONNELL, Raewyn. Escuelas y justicia social. Madrid: Morata, 2006.
DA SILVA, Tomaz Tadeu. Documentos de identidade: uma introdução às teorias do currículo. 2. ed. Belo Horizonte: Autêntica, 1999.
DIRECCIÓN GENERAL DE CULTURA Y EDUCACIÓN. Resolución 3609/22. Diseño curricular del Profesorado de Educación Secundaria en Historia. La Plata, 2022.
FINOCCHIO, Silvia. La investigación sobre la enseñanza de la historia. Clio& Asociados, 2016.
FRICKER, Miranda. Injusticia epistémica. Barcelona: Herder, 2007.
McCALL, Leslie. Thecomplexityofintersectionality. Signs, v. 30, n. 3, p. 1771-1800, 2005.
OCORÓ LOANGO, Anny. Afroargentinidad y memoria histórica: la negritud en los actos escolares del 25 de mayo. 2010. Tesis (Maestría en Ciencias Sociales) – FLACSO, Argentina, 2010.
OCORÓ LOANGO, Anny. O racismo e a hegemonia do privilégio epistêmico. Revista de Filosofia Aurora, v. 33, n. 59, 2021. DOI: http://dx.doi.org/10.7213/1980-5934.33.059.DS05
OLELA, Henry. Los fundamentos africanos de la cultura griega. In: EZE, Emmanuel Chukwudi (ed.). Pensamiento africano, filosofía. Biblioteca de Estudios Africanos, 2002.
OROZCO-MARÍN, Yenny Andrea; CERTUCHE-MARTÍNEZ, Juan Andrés. Blanqui-tud y educación antirracista: experiencias y reflexiones desde la enseñanza de la biología y las ciencias sociales. Nodos y Nudos, v. 7, n. 50, 2021. DOI: https://doi.org/10.17227/nyn.vol7.num50-12559
ROCHA, Ana Maria da. A exclusão intelectual do pensamento negro. Pólemos – Revista de Estudantes de Filosofia da Universidade de Brasília, v. 3, n. 5, p. 103–119, 2014. DOI: https://doi.org/10.26512/pl.v3i5.11587
TERIGI, Flavia. Para entender el curriculum escolar. In: TERIGI, Flavia (org.). Curriculum. Itinerarios para aprender unterritorio. Buenos Aires: Santillana, 1999.
TROUILLOT, Michel-Rolph. Una historia impensable: la Revolución haitiana como un no-acontecimiento. In: TROUILLOT, Michel-Rolph. Silenciandoelpasado. [S.l.]: Beacon Press; International Editors' Co., 1995. Cap. 3.
VIVEROS VIGOYA, Mara. La interseccionalidad: una aproximación situada a la dominación. Debate Feminista, v. 52, p. 1-17, out. 2016.
YOUNG, Michael F. D. (ed.). Knowledge and control: new directions for the sociology of education. London: Collier Macmillan, 1971.
WALBY, Sylvia. Modernities/globalisation/complexities. Paper presented to conference of the British Sociological Association, University of York, 2009.
YUVAL-DAVIS, Nira. Intersectionality and feminist politics. European Journal of Women’s Studies, v. 13, n. 3, 2006.
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2026 Education
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Declaration of originality
We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction. We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.
We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).
Attribution 4.0 International (CC BY 4.0)
This license lets others remix, transform, and build upon the material for any purpose, even commercially, and copy and redistribute the material in any medium or format.
This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0)
