Tecendo uma educação antirracista: avaliação da política implementada pela Lei nº 10. 639/03 no componente curricular de Língua Portuguesa nos Anos Finais do Ensino Fundamental na rede pública municipal de Aquiraz-Ceará

Abstract

This dissertation aims to analyze the challenges and possibilities of the educational policy established by Law 10.639/03 in the Portuguese language curriculum, based on the perceptions of elementary school teachers and students. It is based on the understanding that, although this legislation represents a historic achievement by the Brazilian black movement in the fight for an anti-racist education, its implementation in the school context is still limited and permeated with challenges. The theoretical basis is based on the assumptions of Eni Orlandi's Discourse Analysis, in conjunction with the studies of Nilma Lino Gomes, Kabengele Munanga, Sueli Carneiro, bell hooks, Conceição Evaristo, among other authors who problematize the education of ethnic-racial relations. The research, which is qualitative in nature, adopts as its epistemological basis the Evaluation in Depth, proposed by Léa Rodrigues, and is developed through semi-structured interviews with Portuguese language teachers and students from the final years of elementary school, as well as document and bibliographic analysis. The results show that, despite progress in recognizing the importance of the law, there are still significant gaps in its implementation in everyday school life. The students' and teachers' speeches point out that, although there are specific initiatives, pedagogical practices lack greater systematization, teaching materials that represent ethnic racial diversity and methodological approaches that actually promote anti-racist education. Added to this is the pressure for results in external assessments and the weaknesses in teachers' initial and continuing training, which jeopardize the full implementation of the law. The research findings reinforce the urgency of investing in structuring public policies, in continuing teacher training and in a critical review of teaching materials, so that education on ethnic-racial relations is consolidated as a structuring dimension of the school curriculum. In this sense, this dissertation contributes to strengthening an education committed to historical reparation, the promotion of racial equity and the construction of affirmative identities for black and non-black students.