OS 20 ANOS DA LEI 10.639/03: UMA PROPOSTA DE IMPLEMENTAÇÃO DE UMA EDUCAÇÃO LITERÁRIA ANTIRRACISTA EM UMA ESCOLA DE PIRES DO RIO – GO

Abstract

This dissertation examines the interdisciplinary and anti-racist implementation of Law 10.639/03 by teachers of Portuguese Language, History, and Art in the final years of elementary school (8th and 9th grades) at the research field school, located in Pires do Rio, Goiás, Brazil. The primary objective of this study is to investigate whether the aforementioned legislation—which mandates the teaching of Afro-Brazilian and African history and culture in both public and private basic education institutions—is effectively being implemented within the school context through interdisciplinary pedagogical practices. The specific objectives are: to analyze pedagogical practices related to Law 10.639/03 in the fields of Language Studies and Social and Human Sciences (History); to identify the use of materials and methodologies that promote an interdisciplinary approach to racial issues; to examine institutional documents (Pedagogical Political Project and Action Plan) in order to assess the presence of anti-racist guidelines; and, finally, to develop, implement, and validate an Educational Product – a Pedagogical Manual in the format of an e-book entitled Caminhos de Bitita Decoded through Portuguese Language, History, and Art – based on the literary work Bitita’s Diary (1986) by Carolina Maria de Jesus. The methodology adopted is qualitative, bibliographic, documentary, empirical, and applied, grounded in theoretical frameworks proposed by authors such as Munanga (2005; 2013), Santos (2018), and Fanon (2008), among others. Data were collected through questionnaires administered to teachers of Portuguese, History, and Art, allowing for a critical analysis of their pedagogical practices concerning the application of anti-racist legislation. The findings suggest that, although the teachers demonstrate a certain degree of familiarity with Law 10.639/03, significant gaps remain in its day-to-day implementation, particularly in relation to transversal approaches and interdisciplinary integration. It was also observed that institutional documents lack structured actions aimed at guiding the effective application of the law. Furthermore, the research revealed that the teachers’ unfamiliarity with Bitita’s Diary reflects a broader issue of insufficient continuing education and lack of encouragement to incorporate Black references into pedagogical practices. The development and implementation of the Educational Product – a Pedagogical Manual titled Caminhos de Bitita Decoded through Portuguese Language, History, and Art – proved to be a powerful tool for fostering discussion on identity, racism, social exclusion, and historical memory in an engaging, meaningful, and critical way. Through the literary content of Carolina Maria de Jesus, it was possible to establish interdisciplinary connections and promote an education based on the principles of racial equity and the appreciation of Afro-Brazilian culture. In conclusion, when Black literature is incorporated into the curriculum through innovative methodologies that are sensitive to students’ historical and social contexts, it serves as an effective tool for citizenship education and for advancing anti-racist education, as proposed by Law 10.639/03.