“Somos todos África”: vivências pedagógicas da lei 10.639/03 na educação básica do distrito de Cuncas -Barro- Ceará.

Abstract

This monograph aims to analyze the limitations, possibilities and gains of the study of African and Afro-Brazilian history and culture at the municipal school EEIEF Professor Catarina Tavares, in the District of Cuncas - Barro - Ceará. Our starting point was based on concerns about the (non) application of Federal Law No. 10,639 / 03. We had as the main source of data the development and experience of a pedagogical project put into practice in the school environment with the students of Elementary School II of that school. In addition to the theoretical analysis, we reinforce knowledge, as well as the appreciation of black culture and identity in school daily life. Our specific objectives sought to contextualize the trajectory of struggles and resistance of the black people in Brazilian society; from slave quarters to the right of access to education; discuss the construction of Brazilian black identity and its diverse conceptions in the historical and social context. Our research had a participatory character, as it was carried out involving the subjects in the movement of production of the sources, which was done through the application and analysis of a Pedagogical Project, entitled “Me, you & us:all of them Africa''; then, we analyze the students' statements about their experiences in the referred Project. In our specific case, from the developed research, it was found that Law 10.639 / 03 had not been effectively implemented in the school curriculum, before the development and culmination of the Project. To theoretically support the work, we spoke with Munanga 1994), Gomes (2003), Mattos (2004), Hall (2006) and Serva (2012), among others who contributed theoretically to our work. We conclude that, after the experience that the school witnessed with the project, teachers and school management realized the need and relevance of the law for the construction of knowledge about Africa with students, giving it more attention to the contents on the subject, so that thus, go beyond the walls of the school, bringing knowledge to the school community and society in general, as well as helping to combat racial prejudice.