Guerras curriculares: Uma análise crítica de políticas sobre projetos de lei de teoria crítica da raça no ensino K-12 nas legislaturas estaduais dos Estados Unidos

Autores

  • Lolita A. Tabron University of Denver
  • Abigail Bachofer University of Denver
  • Natalie Lewis DSST Public Schools
  • Tracie Trinidad Aurora Public Schools
  • Stephen F. Fusco University of Denver https://orcid.org/0009-0004-5694-7081

DOI:

https://doi.org/10.14507/epaa.32.8534

Palavras-chave:

análise crítica de políticas, teoria crítica da raça, currículo, liderança educacional

Resumo

A posse de Donald J. Trump em 2017 deu origem a políticas polarizadoras, destacando-se a Ordem Executiva 13950 e sua postura sobre o “combate a estereótipos de raça e sexo”. Por meio da análise crítica de políticas, examinamos 290 projetos de lei estaduais de 2017 a 2022 para comparar estratégias que impactam discussões sobre racismo, preconceitos e as contribuições de grupos raciais ou étnicos na educação pública K-12. Exploramos como os legisladores estaduais exerceram poder por meio da formulação legislativa de políticas e da redistribuição de conhecimento e recursos. Embora a maioria dos projetos de lei (74,6%) destinados a restringir essas discussões tenham falhado, sido retirados ou expirado, os legisladores os utilizaram significativamente para dificultar o discurso aberto em ambientes educacionais. Nossa análise comparativa identificou apenas 12 esforços legislativos formalmente introduzidos em apoio a essas discussões, em contraste com 278 projetos de lei restritivos. Esse esforço orquestrado, impulsionado principalmente por conservadores de extrema-direita bem financiados e sem vínculo com a área educacional, pode não refletir o sentimento público mais amplo. Nossa análise ressalta a necessidade urgente de recomendações práticas, políticas e de pesquisa para enfrentar essa campanha política em andamento e garantir uma educação equitativa e inclusiva para todos.

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Biografia do Autor

Lolita A. Tabron, University of Denver

Lolita A. Tabron, PhD, is an associate professor in the Department of Educational Leadership and Policy Studies at the University of Denver. Her research examines how educational policies, leadership practices, and the use of data shape access, experiences, and opportunities—either limiting or expanding possibilities—for historically marginalized students in PK-12 schools. Using critical methodologies such as critical policy analysis, QuantCrit, and critical qualitative inquiry, she collaborates with educators and communities to uncover the roots of inequities and co-create systems that promote equity and social justice in education.

Abigail Bachofer, University of Denver

Abigail Bachofer is a graduate student in the Department of Educational Leadership and Policy Studies at the University of Denver. She also works at the State Revenue Alliance, a national nonprofit that supports state-based advocates to build power and advance legislative campaigns pushing for equitable and just tax policies. Her research focuses on K-12 school finance and curriculum policy making at the state level and district implementation of state policy. Using critical methodologies, such as CPA, she explores how policies and the policy making process include or exclude students, districts, and other historically marginalized stakeholders and how finance and curricular policies can advance social justice. 

Natalie Lewis, DSST Public Schools

Natalie D. Lewis, PhD, is the Vice President of Leadership Development for DSST Public Schools in Denver, Colorado. Dr. Lewis has served in various roles in public education for more than 15 years, including serving as a literacy tutor, teacher, principal and central office leader. She is deeply committed to preparing leaders to lead in diverse school communities and pushing toward greater development of leaders’ understanding of identity markers and its impact on leadership. 

Tracie Trinidad, Aurora Public Schools

Tracie Trinidad, PhD, is the manager of equity programs in the Office of the Superintendent at Aurora Public Schools. Her research focuses on minoritized school experiences, youth abolitionist resistance, Chicana leadership, and sociopolitical youth development. Using critical methodologies such as critical policy analysis and centering Black and Chicana counter narratives through student testimonios, she collaborates with educators and communities to challenge oppressive educational policies to promote equity in education.

Stephen F. Fusco, University of Denver

Dr. Stephen Fusco has more than two decades of experience in policy, law, and education. In addition to being an attorney and special education teacher, he has led special education departments and served as Deputy General Counsel for an urban school district. Stephen is now Senior Counsel at Danone. He holds a PhD in educational leadership and policy studies from the University of Denver, where his research examines discourse that sustains systems of oppression. He also teaches graduate courses at the Morgridge College of Education.

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Publicado

2024-12-17

Como Citar

Tabron, L. A., Bachofer, A., Lewis, N., Trinidad, T., & Fusco, S. F. (2024). Guerras curriculares: Uma análise crítica de políticas sobre projetos de lei de teoria crítica da raça no ensino K-12 nas legislaturas estaduais dos Estados Unidos . Arquivos Analíticos De Políticas Educativas, 32. https://doi.org/10.14507/epaa.32.8534

Edição

v. 32 (2024)

Seção

Articles

Licença

Copyright (c) 2024 Lolita A. Tabron, Abigail Bachofer, Dr. Natalie Lewis, Tracie Trinidad, Stephen F. Fusco

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution-ShareAlike 4.0 International License.