THE DES-CONSTRUCTION OF SOCIAL REPRESENTATION ROLES: THE NON-PLACE THAT INSURGE FROM SCHOOL BANKS

Abstract

Based on an understanding that only the culture of the colonizer is legitimate, the Brazilian school curriculum becomes the object of this analysis, considering the studies related to multiculturalism and school heterogeneity. Even in the face of a society that is already able to recognize, in large part, the importance of multicultural studies, the look of the curriculum guidelines for this issue is still incipient, considering the marks and stereotypes relegated to the Afro-descendant population, in particular. This article will address the resulting implications when antagonistic roles of social representation are pre-established, which are propagated daily at school, a place that encompasses the knowledge that is considered legitimate. Through a discursive analysis, this study discusses how the historical facts and the repeated truths provided a social culture and, consequently, a school culture, in which the black protagonism, as well as the identity of this people was left only in the field of oblivion or social disrepute.