A ERER na proposta curricular do ensino fundamental, do estado do Amazonas

This study may be considered a qualitative, documentary type research, guided by Laurence Bardin's (2016) content analysis, and theoretical support centered on the conceptual notions of curriculum, symbolic domination and representations, proposed by Goodson (2018), Bourdieu (2010) and Chartier (1991), respectively. With regard to ERER, we used the reflections of Silva (2019) and Coelho (2018). The analysis of the RCA shows that, despite all efforts to incorporate the theme of ERER, there are still significant gaps in the approach to diversity and difference in the curricular components. These absences are especially noticeable in the areas of Mathematics and Natural Sciences, which reflects, among other factors, the poor pedagogical and interdisciplinary articulation needed to promote a truly anti-racist and equitable education. The RCA, in recognizing the complexity and relevance of diversity and difference, presents elements that contribute to significant advances, such as the incorporation of Laws No. 10.639/2003 and No. 11.645/2008. However, we perceive the need to include this theme in a substantiated manner, promoting discussions that effectively contribute to combating discrimination and racism in the curriculum of Basic Education and Higher Education.