A representação do negro no livro didático de geografia do 8° ano do ensino fundamental

Abstract

This research work seeks to expose the possibilities for Education implementation of Racial-Ethnic Relations, from Federal Laws 10,639 / 03 and 11,645 / 08, pointing out the need for school education of citizens, in which the performance of the crops is essential Afro-Brazilian, African and indigenous through the teaching of Geography. With the objective of searching and discussing information in several bibliographies that involve education directed to blacks and the African continent. Therefore, we discuss the context of federal laws in the teaching of geography, with an analysis of the evaluation process of the textbook from the National Textbook Program, with this being carried out the analysis of two textbooks for the eighth grade of elementary school. From the literature investigated in this monograph it is noticed that the Negro has always been represented in a prejudiced way in the educational scope, having this question later transformed by Law 10639/2003. However, after the analysis of the textbooks under study, it is verified that there was a small change in the representation of the image of the black. Thus, it is necessary that Geography teachers deconstruct the stereotypes contained in the school content and teach the African continent already in the first two months of the school year so that there is enough time for their discussion. Through the teaching of Geography and Ethnic-Racial Relations, the content of the study of Africa can bring anti-racist and anti-discriminatory ideas, associated with pedagogical projects that promote plurality and racial equality for all.