Percepção de docentes dos anos iniciais do ensino fundamental sobre a lei n. 11.645/2008

Abstract

This Undergraduate Thesis aims to investigate the perceptions of teachers working in the early years of Elementary Education within the municipal public school system of Santa Rita, Paraiba, regarding their pedagogical practices to promote the teaching of Afro-Brazilian and Indigenous History and Culture. The specific objectives were: to conduct a literature review on the historical foundations of Law n. 11645/2008; to identify the types of classroom practices related to Afro-Brazilian and Indigenous History and Culture; to describe teachers’ perceptions concerning the frequency with which such practices are implemented, as well as the potential challenges faced in their execution. This qualitative study was carried out through bibliographic and documentary research, as well as structured interviews with four teachers from the early years of Elementary Education in the municipal public school system of Santa Rita. The analysis of the interviews revealed that, although teachers recognize the importance of teaching Afro-Brazilian and Indigenous History and Culture and express an intention to comply with legal requirements, they still encounter difficulties in implementing Law n. 11645/2008 in everyday school practices, mainly due to the limited treatment of this topic in the teaching materials available to them. Despite these challenges, the teachers emphasized that addressing this theme contributes to the appreciation of cultural identities and to combating racial discrimination. The study concludes that the teaching of Afro-Brazilian and Indigenous History and Culture still occurs in a fragmented and occasional manner, often limited to commemorative dates. Therefore, continuous teacher education is necessary to foster pedagogical practices that ensure a meaningful approach to these contents, as the effective implementation of Law n. 11645/2008 also depends on the commitment of the education system as a whole.