Curriculum, difference and literature

Black authors rasuring curriculum production (a dialogue between Brazil and Mozambique)

Abstract

This article aims to highlight the curricular production and the porosity arising from the work with the narratives of black authors, in a dialogue between Brazil and Mozambique. Such analysis was motivated and supported by Laws 10.639/03 and 4/83 constituted in contexts of struggles for a post-colonial education. The laws establish, respectively, the obligatory nature of basic education, the teaching of Afro-Brazilian and African history and culture; The formation of the New Man, the eradication of illiteracy. Fundamental for a debate on difference, the determinations end up fixing a pre-given knowledge, worked out by outlining an a priori curriculum, precipitating identities. I start from the argument that instituted, normative and prescriptive curricula aim to control the proliferation of meanings and inhibit the production of difference. To analyze this position, I connect curriculum as culture and enunciation from the perspectives of Bhabha (2014) and Macedo (2011). I reaffirm that the idea of ​​curricula as cultural enunciation in its different ways of presenting itself is a text in motion, and implies thinking about it as a production of meanings and beyond the normative and institutionalized. Based on this perspective, erasing the curriculum with the narratives of black authors, in basic education, is to put under suspicion the work with canonical literature and bet on the production of meanings in curricula and students.

Keywords: black authors; postcolonial; resume; difference; literature.