ABSTRACT
The goal of this study is to analyse how the Education for Ethnic-Racial Relations has been addressed in the Spanish Language items from the National High School Exam (ENEM) specifically the tests applied for people deprived of their freedom. The analysis is mainly focused on five items, regarding tests applications between 2010-2019, addressing ethnic-racial relations in the hispanic world, taking as resources the text, the statement and the alternatives of the questions. This is a descriptiveinterpretative qualitative study, based on documental analysis (MOITA LOPES, 1994MOITA LOPES, Luiz Paulo da. Pesquisa interpretativista em linguística aplicada: a linguagem como condição e solução. D.E.L.T.A. v. l.1, No 2, 1994.). It is an Applied Linguistics (AL) theory field of discussion focused on responsive research aiming to fulfill social demands, thinking on the subjects and language as heterogeneous and racialized from a southern point of view (SILVA JÚNIOR; MATOS, 2019SILVA JÚNIOR, Antônio Carlos; MATOS, Doris Cristina Vicente da Silva. Linguística Aplicada e o SULear: práticas decoloniais na educação linguística em espanhol. Revista Interdisciplinar Sulear, UEMG, Ano 2, n. 2, setembro, Edição Especial Dossiê SULear, 2019.). As theoretical foundation, besides AL’s assumptions, we based ourselves in the decolonial studies that problematize the coloniality of power, mainly grounded in the racial idea from the colonization of the Americas (LANDER, 2005LANDER, Edgardo. Ciências sociais: saberes coloniais e eurocêntricos. In: LANDER, Edgardo (Org). A colonialidade do saber: eurocentrismo e ciências sociais. Perspectivas latinoamericanas. Colección Sur Sur, CLACSO, Ciudad Autónoma de Buenos Aires, Argentina. setembro 2005.; QUIJANO, 2005QUIJANO, Aníbal. Colonialidade do poder, eurocentrismo e América Latina. In: Lander, Edgardo (Org). A colonialidade do saber: eurocentrismo e ciências sociais. Perspectivas latinoamericanas. Colección Sur Sur, CLACSO, Ciudad Autónoma de Buenos Aires, Argentina. Setembro 2005.; CASTRO-GÓMEZ; GROSFOGUEL, 2007CASTRO-GOMES, Santiago; GROSFOGUEL, Ramón. Prólogo. Giro decolonial, teoría crítica y pensamiento heterárquico. In: CASTRO-GÓMEZ, S.; GROSFOGUEL, R. (Org.) El giro decolonial: Reflexiones para una diversidad epistémica más allá del capitalismo global. Bogotá: Siglo del Hombre Editores, 2007. p. 9-24.; MIGNOLO, 2007MIGNOLO, Walter D. El pensamiento decolonial: desprendimiento y apertura. Un manifiesto. In: CASTRO-GÓMEZ, S.; GROSFOGUEL. R. (Org.) El giro decolonial: Reflexiones para una diversidad epistémica más allá del capitalismo global. Bogotá: Siglo del Hombre Editores, 2007. p. 25-46.; WALSH, 2008WALSH, Catherine. Interculturalidad, plurinacionalidad y decolonialidad: las insurgencias político-epistémicas de refundar el Estado. Tabula Rasa. Bogotá - Colombia, No.9: 131-152, julio-diciembre, 2008.; VERONELLI, 2015VERONELLI, Gabriela Alejandra. Sobre la colonialidad del lenguaje. Universitas Humanística no. 81 enero-junio de 2015, pp: 33-58, Bogotá - Colombia.). Ethnic-racial studies also ground this work, since we endeavour the promotion of an egalitarian and prejudice free education, aiming to reflect this conception in society itself. The results show that ERER is partially contemplated in the Spanish Language items for people deprived of their freedom, indicating it still is a demanding matter to be discussed in the educational field.
Keywords:
decoloniality; afrogenic perspective; ENEM; spanish
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