História e cultura afro-brasileira e africana : os efeitos da Lei nº 10.639/03 em uma escola estadual do município de Caldas Novas/GO.

Abstract

This research investigates the incorporation and effects of Law No. 10.639/03, which mandates the inclusion of "Afro-Brazilian and African History and Culture" in the official curriculum of the Brazilian education system. It analyzes how this legislation has been reflected in school documents and pedagogical practices. The guiding questions of this study are: Twenty years after the promulgation of Law No. 10.639/03, what are the effects of its incorporation into the documents and pedagogical practices of a public school in Caldas Novas/GO in promoting an anti-racist education? How have anti-racist policies, guided by the Law, manifested in the documents that orient the basic education of this institution and in the actions developed within the school environment? The research objective is to understand the effects of the incorporation of Law No. 10.639/03 into the documents and pedagogical practices of a state public school in the municipality of Caldas Novas, Goiás, analyzing its impacts on the promotion of anti-racist education and the approach to racial issues in the school context, twenty years after its promulgation. Documentary analysis was used as the central methodological procedure. This involved examining external documents (Resolution No. 3/2018, Bimonthly Planning of 2021, DCGOEM of 2021, and EducaCenso of 2024) and internal documents of the investigated school (Political Pedagogical Project of 2024, School Regulations of 2022, Curriculum Matrix for Elementary School II and High School), as well as 11 projects developed throughout the 2024 school year, aiming to evaluate the pedagogical practices of the teachers. To support the analysis, a systematic literature review was also conducted, using the PRISMA method to understand the research field and develop the theoretical framework. The main results indicate that, although the school demonstrates efforts to include ethno-racial themes, the transversality of Law No. 10.639/03 is not yet consolidated, being treated in a fragmented way and limited to punctual events. Furthermore, interdisciplinarity and the representation of Black and Indigenous authors and intellectuals are still insufficient in the references used in the analyzed projects. It is concluded that the effectiveness of Law No. 10.639/03 in the studied school requires more structured planning, continuous teacher training, and pedagogical strategies that ensure the constant presence of ethno-racial themes across all areas of knowledge.