Educação quilombola: efetividade e desafios na implementação da lei 10.639/2003, uma análise qualitativa na adoção de políticas públicas para equidade racial

Abstract

This monograph aims to analyze public educational policies aimed at valuing racial equity and cultural and social pluralism, acting as tools to guarantee rights. The perception of education as a means of transformation guides a worldview that advocates the implementation of practices aimed at reducing educational inequality. If social structures are based on the relationships between individuals, institutions and their culture, historical changes require tackling racial inequalities and, consequently, against the reproduction of an educational system that sees difference as a problem. The study was based on the implementation and evaluation of Law No. 10.639/2003 as a mechanism for promoting ethnic-racial equity, in order to promote appreciation of the culture and knowledge of historically marginalized groups in the country. The investigations sought to understand the use of Saeb in diagnoses and incentives to combat inequality. The importance of public policies aimed at schools in situations of greater vulnerability indicates the need for action and strategies that link FUNDEB, VAAR and PlanaPIR in reducing educational inequalities and building equity in school spaces. Through this analysis, we recognize that the teaching proposals, with regard to Afro-Brazilian history and culture, foster the appreciation of the cultural/racial identity of various groups in educational spaces. However, the research points out that the implementation of the legislation is still flawed and highlights the precariousness of teacher training, especially according to the premises of Quilombola School Education. Using qualitative research, based on official data from the MEC and the application of a questionnaire directed at educators in the municipalities of João Pessoa and Conde, we sought to understand the issues of incentives for continuing training, the preparation of educators with regard to ethnic-racial issues and the conditions for implementing these educational policies. The results show that Law 10.639/2003, which has been in force for more than 21 years, is still not being complied with. It also points to the need for a plural and respectful school environment, through joint and continuous actions, in which educators and the family promote an equitable education, capable of overcoming prejudice and discrimination.