Multicultural Brazil in the BRICS Countries: Potentials for the Social Sciences and Humanities

Abstract

This study argues a case for multiculturalism as a possible approach for addressing the complexities of societies such as the BRICS, taking Brazil as a case study. It contends that knowledge derived from such a study can benefit Social Studies and Humanities worldwide, particularly considering that cultural diversity has been increasingly present due to globalisation, internationalisation and growing mobility of groups of people, including refugees all over the world, requiring new epistemologies and narratives in research. The paper firstly analyses the concept of multiculturalism, discussing its perspectives from more liberal approaches up to more critical, postcolonial and decolonial perspectives that focus on the challenge of prejudices that operate in terms of control and denial of pluralism. It discusses the multicultural composition of the population of Brazil as a BRICS country, analysing its main geographical and population characteristics. The main focus of the paper is to delve in the ways that Brazilian educational policies have been trying to address both international standards and the valuing of cultural identities and equity-oriented approaches that are inclusive and multicultural. It particularly focuses on the National Plan for Education and of the recent project for higher education institutions (called “Future-se”). Finally, it concludes by pointing out tensions and possibilities of such Brazilian endeavours in the context of the BRICS countries. Such a study may be relevant comparatively, hopefully providing reflections for new epistemologies and the potential value of these for the Social Sciences and Humanities.

COVID-19 and multicultural education in Brazil

“…Thinking multiculturally about curriculum in the context of schooling and of higher education, including teacher training, implies acknowledging its potential to promote the valuing of cultural diversity and to challenge racism, inequalities, prejudices and silencing of voices of subordinated groups in the face of race, ethnicity, gender and other identity markers (Banks, 2004;Ivenicki, 2018;2020;Warren & Canen, 2012). In this perspective, possibilities of transformative, curriculum dialogues are sought in a curriculum horizon conceived multiculturally as a space for differentiation and the valuing of otherness.…”

“…In fact, multicultural perspectives should arguably be geared towards focusing on the potentials of students through dialogues with their cultural plural backgrounds to provide meaningful learning for all. Additionally, such a multicultural educational perspective (Ivenicki, 2018;2020) should be relevant in that it could combat racism, sexism and other prejudices, raising students from marginalised and from privileged backgrounds to respect and value cultural diversity.…”

“…Prof A. Ivenicki 1 AFFILIATION: (Ivenicki, 2018;2020). Such a perspective should help uncover the contradictions and challenges of educational contexts that deal with cultural plurality and that have been uncovered by the onset of the pandemic.…”

The BRICS Countries Grouping: Promise of a New Thematic and Methodological Research Focus in the Social Sciences and the Humanities

“…Furthermore, knowledge is becoming democratised, as everyone has access to knowledge, using electronic media and sources. Technological progress, for example, artificial intelligence, the rise of mass databases and open access resources, as well as the rise of social media and the phenomenon of fake news, present at the same time frightening prospects and open new vistas for the social sciences and humanities, and clothe scholars in these fields with new responsibilities (Blessinger, Senguptagupta & Mahoney, 2019;Cresswell, Schwantner & Waters, 2015;Ivenicki, 2020;Harari, 2015Harari, , 2018 On the economic front, the first trend is growing affluence. Since 1990, the world entered one of the longest, most vigorous, and most sustained economic upswings.…”

“…The modern world is dynamical, changing, challenging and competitive (Friedman, 2009;Rosa, 2005). This makes for all countries to seek possibilities for cooperation and learning from each other, especially when solving some pressing national issues (Forrestier & Crossley, 2015;Ivenicki, 2020;Kamens, 2012;Lane & Kinser, 2013;Pinger, 2017). One of such cooperation blocks is the BRICS association of five countries (Brazil, Russia, India, China, South Africa), a group of five developing countries and emerging market economies with, given their geographic and demographic weight, and demographic and economic trends, are set to become major players in global politics.…”