A lei 10.639/03 e o debate para as relações étnico-raciais em uma escola do campo do município de Bananeiras/PB

Abstract

This final project analyzes the implementation of Law No. 10.639/2003 in the context of the João Paulo II Municipal Elementary School, located in the rural area of the municipality of Bananeiras, Paraíba. The study seeks to analyze the approach to African and Afro-Brazilian histories and cultures in the classroom by elementary school teachers in the municipality of Bananeiras, identifying challenges and potential for pedagogical practice in the field. The research, qualitative, documentary, and exploratory in nature, adopted a case study as its methodological procedure, involving five teachers as research subjects. Data were collected through structured questionnaires and the analysis of textbooks used by the institution, engaging with theoretical frameworks on rural education and ethnic-racial relations. The results reveal that, although teachers recognize the importance of Law No. 10.639/2003 and demonstrate a willingness to address the issue, structural obstacles persist, such as the lack of a Political-Pedagogical Project to institutionalize such practices, the scarcity of specific teaching materials, and the need for ongoing training. The analysis of textbooks revealed limited and stereotypical representations of the Black population, while the pedagogical practices identified are characterized as isolated initiatives dependent on individual teacher engagement. The conclusion is that, beyond legal recognition, it is essential to consolidate pedagogical policies that effectively integrate African and Afro-Brazilian histories and cultures into the rural school curriculum, ensuring an anti-racist, decolonial education committed to valuing cultural diversity.