Práticas docentes no ensino de História e Cultura Afro-Brasileira e Indígena
2020
The paper deals with the applicability of Law 11,645 / 2008, which determines the
inclusion of Afro-Brazilian and Indigenous History and Culture in the Basic Education
curricula, preferably in the areas of Art education and Brazilian literature and history.
The objective is to investigate the applicability of this law in relation to the obligation of
teaching Afro-Brazilian and Indigenous History and Culture, in the teaching practices of
high school history teachers. A qualitative approach was used and the semi-structured
interview was used as a technique. The teachers, historians interviewed, work in state
public schools in a city in the state of Rio Grande do Norte. A reflection was made about
the processes of training and qualification of these teachers and the impacts of this law
on their teaching practices. Teachers recognize the importance of this legislation, but do
not consider it sufficient to bring about effective changes in schools, in order to overcome
prejudices rooted in social practices strongly present in our society. The requirement
for Afro-Brazilian and Indigenous History and Culture content in the referred law does
not guarantee its applicability in the teaching of History, given the gaps identified in
the initial and continuing education processes of the teachers surveyed. It is vital that
history teachers resort in their teaching practices to value the memory of the various
ethnic groups that make up our society as an instrument of consolidation of citizenship
and democracy, which demands processes of teacher education in universities and in the
teacher’s practice spaces.
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