A Lei federal nº 10.639/2003 : uma reflexão sobre sua aplicabilidade em uma escola pública de Pernambuco

Abstract

More than two decades ago, Law No. 10.639/2003 was enacted. It was created to change the prevailing hegemonic pattern, break the silence and present a new vision of history that for decades delegitimized the culture of African and Afro-Brazilian populations and made black people invisible. Training teachers to rethink new anti-racist pedagogical practices based on Law No. 10.639/2003 is a real duty of educational systems. We understand that in order to effectively implement this law, public policies are needed to provide legal support for its effective implementation. In the context of basic education in the state of Pernambuco, especially in relation to secondary education, training is being offered and made available to teachers that seek to raise awareness of the historical relevance of the Afro-diasporic legacy and aim to comply with the legislation. Thus, the objective of this study is to reflect on the contributions and challenges of the continuing education course for teachers at the Padre Nércio Rodrigues High School, a public high school in the state of Pernambuco, to promote and encourage the applicability of Law No. 10.639/2003, providing opportunities for teaching African and Afro-Brazilian history and culture in daily school pedagogical practices. Regarding the theoretical framework, the work is guided by the literature on teacher training. Regarding the theoretical framework, the work is guided by the literature on teacher training, based on Rocha (2011); Candau (2016); Libâneo (2016); Kaefer (2017); Costa (2018) and others. An interpretative research with a qualitative character was chosen because it has a variety of methods that can be used to understand social phenomena in specific contexts, such as the school environment, thus contributing to developing cultural diversity and awareness of anti-racist education. Based on these results, we developed a pedagogical proposal with the aim of helping Portuguese language teachers to develop pedagogical proposals that cover this topic; this proposal is materialized in a didactic notebook consisting of thematic units through which we propose reflections and actions aimed at fulfilling what is established in the national curricular guidelines for the education of ethnic-racial relations, promoting cultural diversity and combating racism in the classroom.