Teoria e prática no ensino de literatura e cultura negra na escola: um estudo de caso

Abstract

Law 10639/03, which amends Law 9394/96, making it mandatory to teach the subject "History and Afro-Brazilian Culture" in basic education, has shown advances over the years, but still needs to be strengthened. This work systematically sought to identify the different strategies, theories and practices used by teachers of a public elementary and high school in the State of São Paulo to implement the theme and the law. Through the autobiographical method, he investigated the motives that imply in the narrow implementation of the law in question. To this end, we sought to answer at least two questions: is the promulgation of the law per se a synonym of a guaranteed right to teach Afro-Brazilian Literature and Culture? What strategies do the actors, legally constituted, use to fulfill what determines the curriculum and the law? The hypothesis is that the enactment of the law fails to account for the awareness of the individuals responsible for mediating actions and that the strategies used are to circumvent the law and continue in the model of exclusion historically established by Brazilian slaveholders. The results pointed to gaps in initial and continuing teacher training, as well as institutional disarticulation in the implementation of public policies that create conditions for the application of the Law.