Identidade e pertencimento étnico-racial em Cabo Verde sob a lente dos manuais escolares de língua portuguesa

Abstract

This research aims to understand the relationship between the school curriculum cape verdean and the ethnic-racial issue, with the aim of mapping how the racial theme through the basic education curriculum in Cape Verde. This is a bibliographic study and document analysis in which we analyzed three collections of language textbooks portuguese primary education, composed of twelve books, in use in the country from 1996 to 2019. We seek to understand how ethnic-racial relations are built, presentation of the contents, the representations of the characters in the manuals and the proposed activities. To this end, we have based on three axes of analysis: history of Cape Verde; Identity and ethnic-racial belonging and Child and Childhood, dialoguing with works already carried out in this interface textbooks/textbooks, ethnic-racial relations and curriculum. From the three axes of analysis we seek to identify the presence of colonialist ideologies school content and its influence on the recognition and ethnic-racial belonging of the cape verdean people in relation to the African continent. As well as we highlight, in the course of significant changes in the contents presented in the collections analyzed. Our study also pointed to the need to reflect on teacher education in Cape Verde, as well as knowing the historical-political process of the country, in order to be able to build curriculum that is based on the ethnic and cultural diversity of the country, based on values afro-centered.