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Ítem “La letra con raza, entra”. Racismo, textos escolares y escritura pedagógica afrocolombiana.(Editorial Universidad Pedagógica Nacional, 2011-12-05) Castillo Guzmán, ElizabethHan trascurrido diecisiete años desde la promulgación de la Ley 70 para comunidades negras en Colombia. En este lapso de tiempo, algunas investigaciones demuestran que el discurso racista en los textos escolares de Ciencias Sociales se mantiene vigente. Como forma de contrarrestar sus efectos, han surgido manuales y textos escolares, producidos por autores afrocolombianos y dirigidos a un amplio sector educativo. El artículo propone un primer plano de reconocimiento y análisis en torno a este nuevo libro escolar, cuya escritura pedagógica apunta a dignificar la afrocolombianidad.Ítem Caleidoscopio del racismo escolar. Saberes, pedagogías, conmemoraciones e iconografías.(Editorial Universidad Pedagógica Nacional) Caicedo Ortiz, Jose Antonio; Castillo Guzmán, ElizabethThe school has an exclusive origin. As we have seen it go through in more than two centuries, it was in charge of implementing the modern civilizing project, thereby founding the moral and ideological bases of our white-mestizo national societies. In this way, as we have said at different times, the history of racism and the history of the school in Latin America, with the two faces of the same event of deep internal colonialism and peripheral modernity. With this article we propose a descriptive kaleidoscope of school racism, to help reveal its inner workings. Studies on this phenomenon in Colombia have been mainly concentrated in the last decade on the analysis of school textbooks and case studies on coexistence relations, representations and discursive dynamics. Our goal is to add to their understanding a constitutive element of the school itself and not as just another aspect of school culture. We then speak of forms of racism to highlight its multiple and diverse existence in the school setting. We understand that this modern institution acts through devices that racialize people, and with them the cultures, geographies, knowledge and corporeality that they “represent”. In this sense, the forms of racism in the school also refer to the modes of micropolitics concerning issues of race, culture and so-called ethnic otherness.