Anti-racist education

a look at public schools in Cape Verde

Abstract

This text aims to take a preliminary look at possible educational actions with a view to including sociocultural differences and combating racism in schools in the Republic of Cape Verde. In addition to a brief historical contextualization that helped us, albeit briefly, to understand the supposed rejection of Cape Verdeans towards Africans from the continent, as well as the process of constituting their own identity, the research, in general, has as its main focus on assessing curriculum policies and effective actions in schools, with a view to including sociocultural differences and diversity in this country. To do this, it enters the daily lives of schools, in order to map, characterize and analyze the approaches taken on the topic. This is a reflective exploratory qualitative study that adopted bibliographical research, document analysis, direct observation and semi-structured interviews with teachers as a form of investigation. To analyze the data, we focused on content analysis based on studies by Bardin (2016). The results indicate that the interviewed teachers have a very clear understanding of the issue of growing sociocultural diversity in the country, however, they point to limitations in terms of defining policies that help them address the issue of sociocultural differences and their consequences.