Práticas pedagógicas antirracistas no ensino fundamental: a aplicação das Leis 10.639/03 e 11.645/08 na Escola Municipal de Ensino Fundamental Airton Ciraulo na cidade de Bayeux (PB)

Abstract

Even though Brazil recognizes itself as a country characterized by ethnic and cultural diversity, this recognition has not historically translated into an equal appreciation of its foundational roots. Afro-Brazilian and Indigenous contributions, although essential, are in many cases included in the school curriculum in a stereotypical or folkloric way, knowledge that is treated as legends limited only to specific times of the school calendar. Thus, this study aimed to analyze teaching practices related to the implementation of Laws No. 10,639/2003 and No. 11,645/2008 in a municipal school in Bayeux, with the purpose of understanding how these practices have been integrated into discussions about ethnicracial relations in the daily school environment, contributing to the construction of an antiracist and emancipatory education. The research is configured as a qualitative case study, conducted at the Airton Ciraulo Municipal School, by investigating a specific context and seeking to understand how anti-racist teaching practices are established and developed in the 1st, 4th, and 5th-grade classes of Elementary School. Articulated with the case study, the research also takes on characteristics of action research, since it involves the active participation of the researcher in the field investigated, especially through reflection on her own pedagogical practice in the 5th grade. For the theoretical discussion, the study dialogues with authors who address education for ethnic-racial relations, among whom Nilma Lino Gomes, Djamila Ribeiro, Ailton Krenak, Kabengele Munanga, among others, stand out. The results show that, although there are initiatives aimed at the topic, the teaching practices observed in the 1st and 4th-grade classes are still concentrated in specific moments, such as during Black Consciousness Day, which indicates the need for continuous training processes that expand the possibilities for implementing these laws throughout the entire school year. It is concluded that the implementation of anti-racist education requires the collective commitment of the school, as well as investment in continuous, critical, and contextualized pedagogical practices that consistently integrate ethnic-racial relations into the school curriculum.