ARTICULATION BETWEEN SCIENTIFIC INITIATION AND PROMOTION OF RACIAL EQUALITY IN MIDDLE SCHOOL: A STRATEGY FOR PUBLIC EDUCATIONAL POLICIES
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Abstract
The field of educational public policies is a space of tensions and debates that reverberate emergencies brought about by social and educational inequalities. These inequalities stem from historical and political factors that need to be addressed through the challenge of formulating projects and pedagogical proposals for basic education, especially within the public school. Still, when considering the need to articulate contents and teaching practices, capable of embracing diversity, especially ethnic-racial diversity, other challenges are put in the field of public policy proposition. The articulation between scientific initiation and the promotion of racial equality presents itself in this scenario as a methodological and political alternative in response to these challenges. This article aims to present the process of formulation of this methodology, as well as possible institutional strategies for its implementation in the field of public educational management.
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