22 anos da Lei 10.639: um olhar avaliativo sobre a rede pública municipal de Aquiraz

Abstract

Evaluating and reflecting on the implementation of Law 10.639/03 is essential, especially considering that 2023 marked the 20th anniversary of its enactment. For this reason, among others, it is necessary to verify whether and how this law is being put into practice in the daily context of classes, or if it remains limited to isolated actions and commemorative dates. Law 10.639/03, which established the mandatory teaching of Afro-Brazilian History and Culture in Brazilian Basic Education, and which has now been in effect for over 22 years, represents a legal milestone in the struggle for the decolonization of the school curriculum and the promotion of racial equity in the country. In view of the conjuncture presented, this work was developed with the purpose of, beyond analyzing its trajectory, examining how this process has been carried out within the municipal education system of Aquiraz. During this process, the aim was to assess whether the law is being effectively guided by the relevant authorities and how these practices are perceived and conducted by school management, identifying persistent challenges to its full implementation. The investigation adopted a qualitative and exploratory approach, combining documentary analysis and semi-structured interviews with members of the Municipal Department of Education of Aquiraz (SMEA) and the Municipal Education Council of Aquiraz (CMEA). Data were examined through content analysis and interpreted from the perspective of in-depth evaluation, taking into account contextual, historical, institutional, symbolic, and territorial aspects that influence the implementation of public policies. The research revealed significant normative advances, such as CMEA Resolution No. 26/2023 and the Sankofa Action Plan. However, institutional practices remain fragile, sporadic, and poorly coordinated, revealing a gap between what is formally established and what is effectively implemented in schools. The results include a better understanding of the institutional and pedagogical mechanisms that promote the appreciation of cultural diversity, contributing the construction of an education grounded in counter-hegemonic and anti-racist perspectives