Concepções de professores(as) e alunos(as) do ensino médio sobre o ensino de história afro-brasileira na BNCC: estudo de caso em uma escola da rede estadual em Caldas Novas/GO

Abstract

This dissertation investigates, through a historical analysis, the reasons why Law 10.639/2003, which made the inclusion of Afro-Brazilian and African history and culture in school curricula mandatory, has not yet been fully implemented, even after more than two decades of its approval. To this end, the guiding question of this research sought to answer the following question: How do teachers and students of public high schools in the State of Goiás perceive ethnic-racial relations in the teaching of History? The research revealed that colonized thinking, a product of a Eurocentric education that values knowledge produced in the Global North, prevents the development of a plural and anti-racist education. Considering the implementation of Law 10.639/2003 and the mandatory inclusion of Afro-Brazilian and African culture and history in school curricula, the research has the general objective of investigating how ethnic-racial relations are perceived and integrated in the teaching of History in High School in a public school in Goiás, based on the implementation of Law 10.639/2003 and its inclusion in the National Common Curricular Base (BNCC), considering the perception of teachers and students on this topic and its effectiveness. To this end, the specific objectives were: 1) To identify the conceptions of high school teachers about ethnicracial relations in the teaching of History, considering the inclusion of Afro-Brazilian and African history and culture in the BNCC; 2) To investigate the conceptions of high school students about ethnic-racial relations in the teaching of History, considering the inclusion of Afro-Brazilian and African history and culture in the BNCC; 3) To compare the conceptions of high school teachers and students about ethnic-racial relations, in order to identify possible disagreements and convergences; and 4) To conduct a review of the theoretical conceptions about the teaching of ethnic-racial themes, in order to support the analysis of the perceptions of teachers and students. Thus, the research was based on a bibliographic review and semistructured interviews with teachers and students of the Osmundo Gonzaga Filho State School, seeking to understand these perceptions. Our bibliographic research prioritized black authors, whose expertise on the subject derives from their daily experience with racism. Giving voice to these voices contributes to valuing their knowledge, both empirical and academic. The bibliographic review also included relevant documentary sources, such as the National Common Curricular Base (BNCC), the Political Pedagogical Project (PPP), Law No. 10.639/2003, Law 11.645/2008, the Law of Guidelines and Bases of National Education (LDB), the Curricular Guidelines for Goiás (DC-GO) and the Federal Constitution of 1988 (CF/88). Finally, the research demonstrated that there is a lack of adequate training on ethnicracial relations.