AS RELAÇÕES ÉTNICO-RACIAIS NO ENSINO FUNDAMENTAL I COM ABORDAGEM DA LEI 10.639/03 (11.645/08) EM UMA ESCOLA DO MUNICÍPIO DE TRÊS LAGOAS/MS

Abstract

This research aims to analyze how the guidelines of Law 10,639/03 (11,645/08) which deal with the mandatory teaching of Afro-Brazilian History and Culture are incorporated in the early childhood education practices, in elementary school in the educational curriculum. Thus, one asks: The research had as privileged locus a municipal school in Três Lagoas, Mato Grosso do Sul. How the implications of the Law, the national guidelines for basic education, the political-pedagogical project of the school and the planning of teachers are interconnected? Can these documents serve as a basis for understanding the ideological web that intrigues discussions on African and Afro-Brazilian history and culture in the educational context? For that, we will use the theoretical and methodological productions of Gil (2002, 2008), Cavalleiro (2018), Munanga (1990 to 2016); Freire (1996); Hall (2006); Gomes (2007 to 2013), Moreira and Candau (2008), Schwarcz (2007 and 2011), Tardif (2011), from which we organize the development of this research. From which we organize the development of this research. Initially, it was intended a research based on ethnographic instruments in addition to on-site observation (data collection/generation, questionnaire application and semi-structured interview), however, this intention was interrupted due to the sanitary protocols of the COVID-19 virus pandemic, which suspended in-person classes and access to school in loco. With this, we redimensioned the research by focusing on the analysis of normative documents, namely legislation, guidelines, school documents and the planning of six elementary school teachers I. Methodologically, we carried out a qualitative documental research based on bibliographic analysis as an instrument. We applied a questionnaire to these teachers whose objective was to draw their profile. The results indicate that there are silencing in relation to ethnic and “racial” issues. A “romanticization” of the history of enslavement in Brazil was noted. Such romanticization is still based on the myth of “racial democracy”. Therefore, it could be concluded that students are not led to reflect and discuss the historical facts related to African culture in the Brazilian context, about the stories of struggles and confrontations for the representation and rise of Afro-descendants. The way in which the Law is put into practice, the nearly four centuries of direct enslavement that led to the marginalization and subordination of Afro-descendants are forgotten. Key words: Elementary school I, Diversity, Ethnic-racial relations.