Raça, biopolítica e educação : dispositivos de in/exclusão.

Abstract

This research aimed to discuss the in/exclusion and security apparatus as modes of regulation of black subjects in the construction ofBrazilian national narratives, especially the ways they are tensioned in the educational field. The research was guided by Foucault's theoretical background, especially around the concept of biopolitics, the power that emerges in the nineteenth century to account for the collectivity, details related to the life of a population, through apparatus tactics as the case of inclusion and security. For analytical reasons, thus, I have initially defined two historical contexts in which the construction of national narratives required biopolitical governance strategies on the subjects. In the first chapter, during Vargas government, the regulation of black subjects took place through miscegenation, in which the Black, transformed into mixed-race (both physically and culturally), is included in the idea of belonging to a nationality, in spite of been excluded of its own blackness; the security apparatus is conditioned to the discourse construction of the myth of racial democracy, the idea of non-existence of racism by color. The other case in which the imperative of inclusion worked concurrently to the exclusion occurred from the 1980s, when racial democracy was placed in a state of ambiguity, from a series of statistical studies and the emergence of the Unified Black Movement, which emerged proposing a racialist discourse and political recovery of the black consciousness that led, only in the FHC and Lula governments, to inclusive public policies as strategic capture positions and of regimes of truth around the nation, including the subjects by diversity discourse and at the same time excluding differences and ensuring the security of relations. In the third chapter, the National Curriculum Parameters are analyzed through the transversal theme of Cultural Plurality, and the National Curriculum Guidelines for the Education of Ethnic and Race Relations and the Teaching of African and Afro-Brazilian History and Culture, in order to understand how the inclusion apparatus was strengthened by the discourse of diversity. I demonstrate how both documents constituted new inclusive and secure identity narratives about the black in nation building, questioning how the idea of diversity can act as an exclusion mode, particularly with regard to the conception of essentialized identities.