A lei 10.639/03 na escola municipal de ensino fundamental Francisco Alves de Azeredo, Pilõezinhos PB: Um olhar a partir da literatura infantil africana e afro-brasileira

Abstract

This paper aims to discuss how Law No. 10.639/03 has been applied in the pedagogical practices developed by teachers at the Francisco Alves de Azeredo Municipal Elementary School, located in Pilõezinhos, Paraíba. This legislation mandated the teaching of Afro-Brazilian and African history and culture in the school curriculum. The problem with this paper lies in questioning how teaching that addresses this legislation has developed in the context of early childhood education and the first years of elementary school in this city in the interior of Paraíba. Methodologically, we used a case study, using qualitative, descriptive, and exploratory research. Data collection was conducted through semi-structured interviews with four collaborators. The results reveal that although most teachers are familiar with the legislation, some only discuss the topic during school holidays, which hinders the law's implementation in the school's daily routine. It is also concluded that African and Afro-Brazilian literature emerges as a viable and powerful avenue for promoting the debate on ethnic-racial relations in early childhood education and the early years of elementary school, providing an enriching and contextualized approach. The widespread availability and easy access to these works in Afro-Brazilian libraries offer teachers valuable resources that facilitate the incorporation of the content of Law No. 10.639/03 into the classroom, contributing to more effective, continuous, and integrated pedagogical practices in the school environment. Thus, the appreciation and systematic use of this literature not only favors the implementation of the legislation but also the strengthening of a pluralistic and anti-racist education.