Educational Practices for Ethnic-Racial Education in Basic Education Schools in the Baturité-Ceará Massif

Abstract

This article is the result of a study and academic research carried out with teachers of elementary schools in one of the municipalities in the Baturité massif region. The work aims to understand the processes that involve teachers' educational practices for ethnic-racial education and actions that must be taken to collaborate in the implementation of this education in elementary schools in the region of the Baturité massif. Thus, the construction of the methodology of this work was woven through the reading of the works of some authors such as: Ribeiro (2005); Pedronilha Silva (2007); SILVA (2015); Gomes (2010; 2012) and National Curriculum Guidelines for the Education of Ethnic-Racial Relations (2004) that address the issue of ethnic-racial relations in Law 10.639/2003. The development of this work is also based on reflections on the experience of an African student, from the country of Guinea-Bissau, residing in the state of Ceará, who developed academic activities in elementary schools in the municipalities of Redenção and Acarape in the Baturité massif. Based on the work developed in elementary schools, through the analysis, we realize that there are still few educational practices for ethnic-racial education, even with the implementation of Law 10.639/2003, which was enacted in the perspective of mandatory teaching of history and of African and Afro-Brazilian culture in Basic Education. In view of the analyzes carried out, most schools investigated work little with themes related to this Law.