História e cultura Afro-Brasileira e indígena nas escolas municipais de Uberlândia: a implementação das Leis nº10639/2003 e nº11645/2008 na educação física escolar

Abstract

The present work aimed to identify how the laws 10639/03 and 11645/08 have been treated in the guiding documents for the physical education classes in the municipal schools of Uberlândia. Specifically sought to: 1) Identify the guiding documents on laws 10639/2003 and 11645/2008 in the city of Uberlândia. 2) Identify how the guidelines related to laws 10639/2003 and 11645/2008 appear in the PPPs of schools.3) Identify the guiding documents on laws 10639/03 and 11645/08 in the city of Uberlândia, within the scope of the physical education discipline. 4) Organize and analyze the documents found. 5) Analyze how the documents deal with the issue of laws 10639/2003 and 11645/2008 in the city of Uberlândia, specifically for the discipline of physical education. Methodologically, it is a qualitative-descriptive research of an applied nature, based on the assumptions of a documentary research. The analysis was carried out through individual reading of reference documents from the municipal government, such as the Municipal Education Plan, the Curricular Guidelines, the Reference Action Plan of the Municipal Education Network - Art (Visual Arts, Music and Theater), Physical Education and Religious Education and the Political Pedagogical Projects of Municipal Schools, which constituted the corpus of this investigation. Motivated by personal experiences in the so-called fundamental years together with situations shared in the Group of Studies on Race, Culture and Physical Education (GERCEF), with negatively marked experiences in educational training, reinforced by the country's historical process, were the initial reasons for this investigation. The search took place through a turbulent path since the Pedagogical Political Projects (PPP) were not easily available for structuring the work, on the other hand, the results found reaffirm the motivation of the research since, despite being guided, the projects do not follow and even they do not even cite laws 10,639/2003 and 11,645/2006. With this, the results serve as a lever to keep looking for and understanding the failure in this process that is legally recognized as important and does not permeate so comprehensively at the margins of the paper, reflecting on the various levels of documentation used as a starting point for structuring this work. However, identifying how the legal systems deal with these issues is essential to ensure that the Laws are, in fact, implemented and that affirmative actions can take place in the school environment, contributing to an emancipatory training free of racial prejudice.