Sexism, colonialism and curriculum

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Sexism, colonialism and curriculum

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Saturday, 06 March 2010 08:39

A girl dressed in clothing deemed inappropriate. A bunch of boys taken by the euphoria and the instincts of savagery. The case of the girl Uniban affected the country and abroad. The opinions reinforce the massive disapproval of the act.

A question I ask myself as an educator is how the school has prepared people to deal with issues such as difference, respect, tolerance, citizenship, social relations, values ... And the curriculum? It has emphasized the debate and further such issues? Denied cultures are present in the classroom, or mute your born and is strengthened within the school itself?

The female world, the gay and lesbian sexuality, ethnic minorities or the powerless, the aged, the disabled, the Indians, blacks are in everyday school life or are visited once a year at a date pre-set to be "celebrated"? These themes are part of effective school curriculum or a curriculum tourist visited sporadically?

And women? What concepts or pre-build concepts to this day about them? As the media, cinema, magazines have been constructing their identities? They remain focused and their aesthetic values and being viewed as objects of desire?

An interesting activity could from the analysis of female characters shown through the media. What image of women has been strengthened? These images are legitimate, natural or fruit of a culture and male-biased?

These issues need to be immersed in the Codian classroom. It makes no sense a day to "celebrate" the day of the woman and that these discussions come to light. It is necessary to lead students to a more critical eye, capable of desnaturalisar this historical building that created the woman as an objectified, consumed exotic.

These "anniversaries" apparently innocent, condense in the structure relations of colonialism and power, acquiring meanings and representations that often inaccurate with the passage of time will be crystallized in the minds of the people producing harmful effects. Decolonizing the curriculum is also makes it relevant to this generation and the various social arrangements that arise.

We must urgently clarify and define Tomaz Tadeu da Silva, these aliens in the classroom. And more. Making their voices present. Transforming the curriculum in a space of legitimation of diverse cultures and denaturalization of concepts and ideas that distort or conceal the reality and is inside the classrooms occurring processes of reflection, democracy, participation, ruptures, or demystification at the other extreme: reproduction, alienation, subordination, silence, oppression, submission, marginality.

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