Anti-racist visual culture: alterity and differences in curricular, artistic and pedagogical policies

Abstract

Considering episodes of racism and male chauvinism committed in school spaces and even victimizing teachers and other workers, we raise a series of questions. How are school curricula involved in the production of alterity and differences? What notions of normality do these documents engender? Who are they interested in? To answer these questions, this article aims to present the curriculum as a cultural artifact in dispute and responsible for the production of identities and differences related to ethnic-racial issues. The research, evolved within Cultural Studies and Ethnic and Racial Studies, helped us in developing this objective. Regarding the structure, the research, of a bibliographic nature, was divided into two sections. In the first, we debated the political issues that permeate the school curriculum, characterizing it as a cultural artifact in dispute. In the second, we investigated the combined and concomitant violence resulting from male chauvinism and racism, bringing us closer to an episode of prejudice manifested in a school space.