This research aimed to conduct a few works that articulated the category race to the field of
education in order to verify the relevance of the role played by the school institution as it
relates to ethnic-racial issue in Brazil. Seeking to achieve this objective it is a mapping of the
papers presented at two major national associations of research and graduate of Social
Sciences and Education, the National Association of Graduate Studies and Research in Social
Sciences (ANPOCS) and the National Association of Graduate Studies and Research in
Education (ANPEd) during 1988-2003. The observation of the aforementioned mapping
identified the concepts of identity and citizenship presented directly related to ethnic and
racial issues and education in the analyzed texts. Both this mapping as the monitoring of the
contemporary literature of Social Sciences and Education, issues related to ethnicity, race,
reported the need to study the relationships established between the formal education, the
black movement and educational policies. In this sense, the research aimed to examine the
interconnections between theoretical treatises that articulate race and education in ANPOCS
ANPEd and pointing to the understanding of space and school education as central places in
the constitution and re-discussion of the parameters of citizenship and / or as construction
place processes to identify the persons to whom they are intended educational processes
through the racial-ethnic membership. Finally, we sought a rapprochement between the
normative instruments / legal policies that institutionalize public education in the country: the
Law of Guidelines and Bases of Education (LDB), the National Education Plan (NEP) and the
Development Plan for Education (PDE) and discussions presented by the works analyzed.
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