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The present work focuses on analyzing factors that can influence the school curriculum for a critical education, in order to mediate the frontiers of in/exclusion concerning ethnicracial issues. It outlines a brief history of the unequal relations that permeated the colonial and postcolonial period in Brazil, with evidence for the struggle of Africans and Afro-Brazilians toward a better condition of schooling to a social inclusion. Some authors of the sociology of education are called to contribute to the debates around the curriculum. The intention was to start from brief descriptions of their thoughts, to highlight critical and post-critical theories and their relationship for the role of school in society. From there, the article discusses the reason some legislations are fulfilled or not. What interests and power relations permeate the curriculum? Why cannot an inclusive law such as 11.645/2008 be effectively present in the curriculum? Questions about performativity and managerialism help us to think about the problem raised. Finally, the text proposes as an alternative the idea of micro-resistances to established power, in which a culturally relevant pedagogy can be one of the ways for the school to measure the boundaries between inclusion/exclusion.

Currículo, identidade e relações étnico-raciais: a escola mediando as fronteiras da in/exclusão.