Por uma educação antirracista: análise de experiências sobre o ensino de História e Cultura Afro-Brasileira na CREDE 3/Acaraú-CE

Abstract

This research evaluates the effectiveness of the Law 10.639/03 (It establishes the obligation to teach “Afro-Brazilian History and Culture”) in state schools under the 3rd Regional Coordination of Education Development. It aimed to analyze the relationships between the implementation of the Law and the evidence of diminishing racial prejudice in schools. The approach is qualitative using as methods: inspiration in the methodology of in-depth evaluation proposed by Rodrigues (2008); in the methodological dimension of Cardoso de Oliveira (1996); Silva e Silva (2013); document analysis; semi-structured and in-depth interview and participant observation (ethnographic essay). The field of study was limited to: the municipality of Acaraú, in a school that offers full-time education; the municipality of Cruz with the SME and in Fortaleza SEDUC and CEPPIR. The surveyed population included teachers, students, coordinators and technicians. For this research, the steps were: construction of the theoretical framework; definition of analytical categories: public policies of racial equality in Brazil, ethnic-racial diversity in education, programs and guiding references in the implementation of the Law 10.639/03, effectiveness of the Law in Schools and the Caravan of Afro-Brazilian Culture; then documentary analysis; later the elaboration of the content, context and trajectory of the policy being studied; and finally the field research. The results pointed to the understanding that the Law 10.639/03 in its implementation process, although known to many professionals in the research field, there is still evidence of a punctual work in some high school subjects and a further deepening in the area of human sciences. We also evaluate that in schools where the implementation of the Law occurs as directed by the guiding documents for the implementation of this public policy, there is a greater involvement of students and teachers in the work to combat racial prejudice within the school and, consequently, the reduction of atitudes of racism. It was also noted that there is a need for greater scope in the school curriculum with the theme, a better systematization in the work with teacher training, acquisition of more teaching materials and a budget allocation for departments of education and schools that can ensure the implementation of this public policy with purposive actions and adequate conditions for full development as a state policy.