A Lei nº 10.639/2003 e sua aplicação na Escola Lélia Gonzales

Abstract

The present dissertation has as its object of investigation the implementation of Law No. 10.639/2003, which establishes the mandatory teaching of Afro-Brazilian and African history and culture in the school curriculum, in the context of a public school in the state of Minas Gerais. The research is guided by the following guiding question: What are the main difficulties in implementing Law No. 10.639/2003 at the "Lélia Gonzales" School? The general objective is to analyze the ways in which this legislation is operationalized in the aforementioned institution, considering the normative frameworks and the pedagogical practices in progress. In this sense, the study examines what the Law of Guidelines and Bases of National Education (LDB), the National Curricular Guidelines for Education on Ethnic-Racial Relations (2004), the National Common Curricular Base (BNCC) and the Minas Gerais Reference Curriculum establish in relation to Law No. 10.639/2003 and the promotion of Education for Ethnic-Racial Relations, seeking to understand how these documents guide and support, from a legal and pedagogical point of view, the approach to the theme in the school environment. The theoretical foundation is anchored in black and decolonial epistemologies, dialoguing with authors such as Abdias do Nascimento, Lélia Gonzalez, Achille Mbembe, Paulo Freire Nilma Lino Gomes, Petronilha Beatriz Gonçalves e Silva, Conceição Evaristo, Grada Kilomba and Djamila Ribeiro, whose contributions are fundamental for the critical understanding of ethnic-racial relations in the educational field. From a methodological standpoint, this is a qualitative research study that combines documentary analysis (of legislation and institutional documents) with field research conducted at the Lélia Gonzales School, through semi-structured interviews with administrators and teachers. The results indicate the existence of significant obstacles, especially with regard to teacher training and the systematic inclusion of Afro-Brazilian themes in the school curriculum, in a transversal and effective manner. As a practical development of the research, the proposal is to develop an Educational Action Plan focused on teacher training for the Education of Ethnic-Racial Relations (ERER), linked to the construction and strengthening of interdisciplinary pedagogical projects that address ethnic-racial issues in a critical and proactive manner. The research concludes that ongoing teacher training and the development of pedagogical plans and projects that address the topics proposed by the Law and the ERER are essential to ensure the effectiveness of Law No. 10.639/2003, contributing to the construction of an education that promotes respect for differences and the appreciation of black identities. The research reinforces the need to transform educational practices, breaking with stereotypes and prejudices, so that ethnic-racial education becomes a tool in the formation of critical and conscious citizens.