Relações étnico-raciais, desenvolvimento e educação: o ensino de história e cultura afro-brasileira como tentativa de desnaturalização da existência do racismo estrutural

Abstract

This research aims to analyze the impact of Law No. 10.639, enacted in January 2003 – which introduced the mandatory inclusion of "Afro-Brazilian History and Culture" in the official school curriculum and created a way for the denaturalization of racism within the school space – and its implementation in relation to the subjectivity of black bodies. The significance of this research lies in the importance and urgency of topics that highlight ethnic-racial discussions and anti-racist education. The objectives of the study are to analyze the implementation of Law No. 10.639/2003 from both theoretical and practical perspectives in a public school located in the south of Minas Gerais, examining its impact within this context, and discussing the contributions of anti-racist education as a foundation for rethinking social development. The guiding question for this research is: How is Law No. 10.639/2003 applied and its impact observed in a public school in the south of Minas Gerais? To address this question, a qualitative research approach utilizing the Participatory Research (PR) method was chosen, which involves engaged research. The data collection instrument employed was a set of semi-structured questionnaires distributed through the Google Forms platform. The recipients of the questionnaires included high school students from the 2022 academic year, high school graduates between 2018 and 2021, as well as teachers and administrative staff from the same school in 2022. The choice of the starting year, 2018, was influenced by the formation of the Fala Miga Collective at the school. The survey sample consists of 79 responses. The data obtained from the questionnaires were analyzed using the empirical method of Content Analysis, as proposed by Bardin (2011). The research aims to problematize the prevailing development model in society, which is based on hierarchical race relations driven by political and economic factors. Consequently, the study emphasizes the significance and urgency of anti-racist education as a means to foster a more just and egalitarian society.