RAMOS, A. G. S.; http://lattes.cnpq.br/1360104374260575; RAMOS, Andrêssa Glaucyara Silva.
Résumé:
This paper discusses how the documents and pedagogical materials implement Law Nº. 10.639/03, which deals with the obligation of teaching Afro-Brazilian History and Culture. The general objective of the research is to understand how pedagogical documents and materials deal with the issue of racial diversity. The specific objectives are: 1) to analyze if the teaching contemplates issues related to racial diversity; 2) identify how african-brazilian and african history and culture, as well as the black, are inserted in the textbook; 3) verify, from the lesson plans, if the pedagogical practices implemented contribute to anti-racist education. In the theoretical framework, the research initially addresses the process of enslavement of africans and african descendants in Brazil, presenting the consequences of this regime in post-abolition and, more specifically, in the educational context, deepening the reflections on the implementation of Law Nº10.639/03 in the school curriculum as well as in teacher training. In this study, data collection was performed through documentary research, which was made the analysis of the institution's Political-Pedagogical Project (PPP), the textbook of the 2º year elementary school class and the lesson plans directed to it. Mainly based on Law Nº 10.639/2003 and the PNLD notice 2019. According to the data collected and analyzed, it was found that what is advocated in Law Nº 10.639/03 is not being correctly considered, given that there is a mismatch between the Law and the pedagogical materials and documents, since in these, afro-brazilian history and culture is superficially contemplated, with no deepening of the subject and, in certain points, contributing to the perpetuation of the negative stereotypes attributed to the black people.
