Educação antirracista no ensino médio: as contribuições dos movimentos teóricos sobre a aplicação da lei 10.639/03

Abstract

Consideration of ethnic-racial diversity is one of the principles of national education, along with equal conditions for access and permanence in school and the pluralism of ideas and pedagogical conceptions. The possibility of discussing anti-racism education in schools today is the result of a long historical process of struggle by black movements. Given the recorgnition tha Law nº 10.639/03 aims to challenge Eurocentric logic and promote the decolonization of knowledge in the school environment, the central question guiding our investigation was: In what ways do insurgente theretical perspectives – originating from the Black Movement and decolonial thought –underpin the implementation of the aforementioned law and contribute to the decolonization of curricula? Furthermore, what are the institucional limits na structural resistances within public schools that hinder the consolidation of these theories into an effectively anti-racist and tranformative praxis? We adopted a qualitative and situated approach, grounded in the perspective of the Black Movement as an "educating subject" (Gomes, 2017). This research was conducted through a bibliographic review and systematic analysis of national (SciELO and Google Scholar) and regional scientific production, spanning from 2019 to 2024. We prioritized mapping the production in the Repository of the Federal University of Uberlândia (UFU) to establish a territorialized nexus between academic theory and the practical reality of local public schools, where the researcher's teaching activity serves as a point of observation and socio-legal analysis. The general objective is to study Anti-Racist Education in High School, proposing a rupture with the dominant Eurocentric logic. To this end, we aim to meet the following specific objectives: 1) to study the application of Law No. 10,639/03 in High School through the perspectives of liberatory education and the problematization of whiteness; 2) to contextualize the challenges of implementing Law 10,639/03 based on recent production from the UFU Repository; and 3) to analyze discrimination in the school environment through the lenses of intersectionality and Lélia Gonzalez’s "Amefricanity." We conclude that, although the academic production from teaching degrees regarding Law No. 10,639/03 is exhaustive and consolidated, there remains a need for a socio-legal dialogue that translates this knowledge into the field of Law from the perspective of situated knowledge. We emphasize that addressing racial and gender inequalities in the school environment requires the application of Gonzalez's (2020) intersectionality and Amefricanity to unveil the specific oppressions that cross the trajectories of Black girls.