Banca de QUALIFICAÇÃO: THIAGO GOMES DA COSTA SANTOS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : THIAGO GOMES DA COSTA SANTOS
DATE: 27/05/2025
TIME: 09:00
LOCAL: meet.google.com/dpz-bsku-jxd
TITLE:

Anti-Racist Education: Crossroads between Federal Law No. 10.639/2003 in Elementary Education and the Myth of the Brazilian Switzerland in Nova Friburgo – RJ.

KEY WORDS:

Law 10.639/2003; anti-racist education; decoloniality; educational policy; Nova Friburgo

PAGES: 38
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação em Periferias Urbanas
SUMMARY:

This dissertation analyzes the implementation process of Law 10.639/2003 in the Municipal Education Network of Nova Friburgo, in the state of Rio de Janeiro, with an emphasis on educational practices and policies aimed at promoting anti-racist and decolonial education. Enacted as a legal milestone mandating the teaching of African and Afro-Brazilian History and Culture in the basic education curriculum, Law 10.639/03 represents a significant achievement of the Black movement and a key instrument for confronting structural racism through education. This qualitative study combines documentary analysis of local educational policies and curricular guidelines, semi-structured interviews with education professionals in the municipality, and a theoretical framework grounded in decolonial thought and ethnic-racial studies. The findings reveal that, despite the existence of national legal frameworks and curricular guidelines, the law’s effective implementation at the municipal level faces significant challenges, including the lack of specific continuing education for teachers, insufficient pedagogical materials, discontinuity in public policies, and ideological and institutional resistance to critical engagement with racial issues. On the other hand, the research identifies isolated but meaningful initiatives by educators committed to transformative pedagogical practices that challenge the silencing and reproduction of Eurocentric epistemologies in public schools. The dissertation argues that the full implementation of Law 10.639/03 requires not only legal compliance but also a profound reorientation of school pedagogical projects, grounded in a decolonial perspective and committed to curricular justice. In this regard, the study contributes to the broader debate on the role of education in dismantling racial inequalities and in affirming Afro-Brazilian identities within the school environment.

COMMITTEE MEMBERS:
Presidente - 1305552 - AHYAS SISS
Interno - 1851442 - RICARDO DIAS DA COSTA
Externo à Instituição - RAFAEL MELO BARBOSA - CEFET/RJ