Teaching history, education for ethnic-racial relations and Libras

challenges of the past in the present time

Abstract

This text starts from provocations for the teaching of ethnic-racial relations and aims to raise discussions about the intersections between deafness and race in the educational context. To this end, together with the studies of intersectionality by Davis (2016) and Crenshaw (2002) for understanding and conceptual use of the term, and the debates on curriculum raised by Silva (1999), Lopes and Candau (2011), as a way of reflecting on the curricular organization in relation to its exclusionary prescriptions and proposals, as well as the emergencies for an education for diversity and that is inclusive. With this survey, I proceed to the bibliographical analysis of studies that deal with deafness and black subjects. I realize that, in the academic field, especially in the studies of history and historiography, this is a discussion that is still recent. Given its importance and urgency, even if still slowly, there is work and discussions that aim to promote reformulations in the educational field. In this sense, this work makes it possible to raise observations and understandings about the social configuration in the past and present based on the social markings of gender, race and deafness.