Ensino da cultura afro-brasileira e indígena: percepções de materiais didáticos do novo ensino médio

Abstract

Historically, education in Brazil has been geared towards the interests of the elite, which has made it possible to deny the presence in schools, especially of indigenous and black children and young people, and also of a colonizing curriculum. Educational institutions often neutralize discriminatory practices (prejudice, xenophobia, racism). However, education for ethnic-racial relations (ERER) helps in dialogue to have a more egalitarian and democratic society. Thus, our objective is to understand how Law No. 10.639/2003 and Law No. 11.645/2008, which determine the mandatory teaching of Afro-Brazilian and Indigenous History and Culture in basic education, are contemplated in a textual and visual form in the teaching materials in the area of Human Sciences made available to teachers in the state education network of Ensino Médio Novo (NEM), at the Regional Education Coordination (CRE) of Seara, in Santa Catarina. The research problem seeks to answer the following question: How are themes related to the study of Afro-Brazilian and Indigenous History and Culture addressed in the images and texts of NEM teaching materials? To this end, the research sources are four teaching materials: Moderna in projects: Applied Human and Social Sciences (2020), Vida Project #MeuFuturo: High School (2020), Pedagogical guides for the Vida Project component: support material for teachers (2022) and Moderna plus: Applied Human and Social Sciences (2020). The theoretical-methodological perspective adopted is that of decoloniality, an alternative to modern-Western-colonial reason, as it fights against the inferiorization of the other, especially non-whites (Afro-descendants and indigenous people), in dialogue with Bento (2012 and 2022), Candau (2012 and 2020), Castro-Gómez (2005), Gomes (2010, 2021 and 2023), Grosfoguel (2007), hooks (2019), Kilomba (2016 and 2020), Krenak (2018), Mignolo (2017a and 2017b), Munanga (1999), Nogueira (2020), Oliveira (2017), Quijano (2007) and Walsh (2013). The decolonial methodology is the chosen path to reflect on the presence and absence of education on ethnic-racial relations in teaching materials. Thus, the method consists of problematizing the images and writings that highlight, in particular, the absences that make it impossible to positivize the stories, bodies and territories of indigenous and black peoples. In the analysis of the aforementioned material, we identified that there are sparse, fragmented and generally stereotyped presences with regard to the education of racial relations. Teaching materials do not break with epistemic violence, we still have a long way to go to implement positive reflections from indigenous and black peoples.