A Lei No 10.639/2003: à luz das práticas pedagógicas em escolas quilombolas no Alto Rio Trombetas - Oriximiná/PA.

Abstract

This study aims to analyze how the pedagogical practices of teachers of quilombola schools can contribute to the process of applicability of Law nº 10.639 / 2003 in these educational spaces, assuming the following hypothesis: "The pedagogical practices of teachers crowded in quilombola schools contribute to the applicability of Law nº 10.639 / 2003, in a unique social, historical and geographic context in the Amazon and in the inclusion of local knowledge to understand the role of the black in Brazilian society. " The research is a qualitative, descriptive, multiple - case study, carried out in the Municipal Quilombola Schools of Primary Education "Baldoíno Melo" and "Nossa Senhora Piedade", belonging to the Municipal Education System of the Municipality of Oriximiná / PA. The study was bibliographical, documentary and empirical. The literature search went to the meeting of studies on ethnic-cultural education of Munanga (1999, 2004, 2005), Gomes (2001, 2006, 2011, 2012), Candau (2013), Cavalleiro Rocha (2007), Onofre (2014), Veiga (1989, 2001) and others who turn their attention to pedagogical practice, teacher training and curriculum. As Freire (1978, 1981, 1996, 1999) contributed to the reflection of the subject studied in a systemic view. We also carried out a brief State of the Art on the proposed theme, making it possible to map how are the master's and doctoral studies in education in relation to Law nº 10.639 / 2003. As for the documentary research, the same aided in the understanding of the phenomenon studied in consonance with the legal frameworks, the Federal Constitution of 1988, LDB 9394/2006 (Law of Guidelines and Bases of National Education), Law nº 10.639 / 2003 (Includes in the Official Curriculum of the Teaching Network the obligation of the theme "Afro-Brazilian History and Culture "), as well as the National Curricular Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture and the National Curricular Guidelines for Quilombola School Education in Basic Education, served as a legal framework for analyze the local document the Political Educational Project of the 3º URGE (Regional School Management Unit). Regarding the empirical study, the techniques used for the data collection were the semi-structured interview and the questionnaire. The interview was applied to 05 teachers from the following disciplines: Portuguese Language, History, Geography and Arts, followed by the application of a complementary questionnaire with data of identification of the same ones and another one directed to 19 students from 8th and 9th years of Elementary School. The Content Analysis (BARDIN, 2011) was adopted for the treatment of the data. The results of the research show that Law1nº 10. 639 / 2003 is not fully integrated into the Political Pedagogical Project of the 3º Regional Unit for School-Quilombola Management, weakening its applicability in schools. Despite this, we find that teachers develop several pedagogical practices aimed at their object, even some of them do not know or superficially know the guidelines of the law. Law nº 10.639 / 2003 and its pedagogical practice live together in the same space, but it is only necessary that teachers promote this meeting.