Educação Antirracista: Análises a partir da Implementação da Lei 10.639/03

• Ano de defesa: 2023
• Autor(a) principal: Nascimento, Michele dos Passos
• Orientador(a): Reis, Marlene Barbosa de Freitas
• Banca de defesa: Reis, Marlene Barbosa de Freitas , Ribeiro, Cristiane Maria, Rodrigues, Olira Saraiva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação Interdisciplinar em Educação, Linguagem e Tecnologias (PPG-IELT)
• Departamento: UEG ::Coordenação de Mestrado Interdisciplinar em Educação, Linguagem e Tecnologias
• País: Brasil
• Palavras-chave em Português: Educação Antirracista; Relações Étnico- Raciais; Educação Antirracista - Lei 10.639/03
• Palavras-chave em Inglês: Anti-Racist Education; Ethnic-Racial Relations; Anti-Racist Education - Law 10.639/03
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; CIENCIAS HUMANAS::SOCIOLOGIA
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/1453

The present work falls within the research line: Education, School, and Technologies; Thematic Axis: Educational Processes and Diversities of the Interdisciplinary Postgraduate Program in Education, Language, and Technologies - PPG-IELT, at the State University of Goiás. Its general objective is to understand how the implementation of Law No. 10,639/03, which amends Article 26 of the National Education Guidelines and Bases Law (Law 9394/96), takes place. The law represents a crucial milestone in the fight against racism, aiming at deconstructing stereotypes about black individuals and valuing ethnic-racial relations. Thus, the study sought to comprehend how Law No. 10,639/03 is being implemented in a municipal elementary school in the city of Luziânia-GO. The methodological procedure used aligns with the phenomenological method and is based on the principles of a qualitative exploratory approach, divided into three phases: the first phase involved a literature review, referencing important authors to explore perspectives on race and racism, as discussed by Almeida (2019), Theodoro (2014), and Munanga (2001). It also covered the myth of racial democracy and contributions from the black movement, highlighting analyses by Garcia (2007) and Gomes (2003), as well as the principles of anti-racist education, grounded in Gomes (1997), Cavalleiro (2000), and Nascimento (2002). In the second phase, a documentary analysis of the Pedagogical Political Project was conducted, followed by empirical research through data collection via semi-structured interviews with five elementary school teachers from the first to the fifth grade of a public school in the municipality of Luziânia-GO. The results indicated the absence of a robust approach to Ethnic-Racial Relations Education (ERER) in the Pedagogical Political Project and in daily teaching practices, highlighting that there is a long way to go to promote racial equality and deconstruct racism structures in the school environment. The research emphasizes the imperative need for educational systems to adopt a more committed and proactive approach to anti-racist education