O ENSINO DE HISTÓRIA E A EFETIVAÇÃO DA LEI 10.639/2003: REFLEXÕES SOBRE O ENSINO DA HISTÓRIA E DA CULTURA AFRODESCENDENTE NA REDE PÚBLICA DE ENSINO MÉDIO DE BARRA DO GARÇAS MT E ARAGARÇAS - GO

Abstract

The investigation of the theme aimed to investigate the teaching of History, in the High School of the public schools of Barra do Garças-MT and Aragarças-GO, focusing on the pedagogical practice of the teacher and on the public policies exercised by the States, in which the teaching of African culture and history and its contributions to the formation of Brazil, as prescribed by Law 10.639/2003. In a scenario where schools have not yet reached the objectives of the Federal Law, as a result of the non-existent offer of continuing education courses and in service that consider the Law in accordance with the curri culum, some notes were made: How the History teacher do you organize your classroom practices con sidering the curriculum? What is the relationship between praxis in the classroom and the guidelines that guide the teaching of History content? Does the History teacher know, guide himself, apply the State guidelines with regard to the teaching of culture and History of Afro-descendants? Are students clear about the objectives of teaching Afro-descendant culture and history? Has the teaching of Afro descendant culture and history made possible critical and autonomous reflections in the classroom or does teaching aim to explain only the distant and dead past? This design concentrated the bibliographic and field research methods, as well as the qualitative and quantitative method. For data collection and analysis, a questionnaire was applied to teachers who teach the discipline of History and another to high school students in public schools in Barra do Garças-MT and Aragarças-GO. Questionnaires were ap plied to teachers and students from both schools. For the analysis, theoretical support was sought from researchers such as: Nóvoa, Ribeiro, Freire, Libâneo, Amâncio, Jorge and Gomes, Laws, Guidelines and Guidelines, published by SEDUC/MT and SEDUCE/GO, among other materials, some available on the web. The data showed that it is extremely important to provide initial and continuing education for educators so that quality and equity can be imprinted in the construction of knowledge in the context of Law 10.639/2003. It was concluded that it is essential to create, in educational and existence spaces to develop active citizens, who adapt and recognize their place in an egalitarian and democratic society.