Banca de DEFESA: THIAGO GOMES DA COSTA SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : THIAGO GOMES DA COSTA SANTOS
DATE: 13/03/2026
TIME: 09:00
LOCAL: https://conferenciaweb.rnp.br/sala/thiago-gomes-da-costa-santos
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; Crossroads; Nova Friburgo.

PAGES: 141
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação em Periferias Urbanas
SUMMARY:

This dissertation investigates the implementation of Anti-racist Education in the Municipal Education Schools of Nova Friburgo, in the state of Rio de Janeiro, focusing on compliance with Federal Law No. 10.639/2003 in the Initial Years of Elementary Education. The study begins with an analysis of the research problem, which questions whether the municipality's guiding documents effectively comply with the legislation and the National Curriculum Guidelines for Education on Ethnic-Racial Relations.

The research is situated within the historical and social context of Nova Friburgo, problematizing the "Myth of the Brazilian Switzerland," a narrative that exalts European colonization and ends up silencing the presence and historical contribution of Black and Indigenous populations in the territory. Theoretically, the work is anchored in the perspective of Decoloniality and uses the metaphor of the Crossroads - in dialogue with the figure of Exu, as an epistemological principle of communication, movement, and mediation between silenced knowledge and hegemonic narratives.

Methodologically, this is qualitative research with a documentary approach, analyzing federal and municipal legislation, the Municipal Education Plans, and the Curriculum Guidelines of Nova Friburgo. The results indicate that, although the ethnic-racial theme is normatively present in the documents, there is a gap between legal prescription and effective pedagogical practice, often limited by the persistence of Eurocentric curricula and the lack of continuous and structuring teacher training. It is concluded that overcoming structural racism in the school environment requires an epistemological rupture that displaces the "Myth of the Brazilian Switzerland" and promotes the protagonism of Afro-Brazilian and African history and culture as foundations of democracy and social justice.

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