Lei nº 10.639/03 : uma avaliação, a partir da branquitude, de sua implementação em uma escola do município de Vicentinópolis-Goiás.

Abstract

The present dissertation analyzes the implementation of Law No. 10.639/03, considering the discursive intersections of whiteness and its impacts on educational practices. The general objective of the research was to investigate how this legislation has been applied in the school context and what challenges persist for its effectiveness. For this purpose, the research was guided by the following guiding question: How do the interactions of whiteness shape the application of Law No. 10.639/03 and influence curricular strategies, identity construction, and racial relations in the educational environment of Vicentinópolis/GO? The research was conducted in the city of Vicentinópolis/GO, at a municipal school. Methodologically, the research was based on documentary research. To this end, an analysis was conducted on institutional documents such as the Political Pedagogical Project (PPP), the School Regulations, and nine Lesson Plans for the years 2023 to 2024. In addition, the data collected were triangulated with theoretical foundations on whiteness and structural racism. The main results indicate that, although school documents formally recognize Law No. 10.639/03, its application occurs in a fragmented and limited manner, with a predominantly Eurocentric curriculum, the restriction of teaching Afro-Brazilian history and culture to the History discipline, and the absence of anti-racist pedagogical practices. It is concluded that the effectiveness of Law No. 10.639/03 continues to be traversed by structures of whiteness, which naturalize the invisibility of the black population in the school curriculum and hinder the construction of a truly anti racist and inclusive education.