A educação etnico racial e o documento orientador curricular: a (in)visibilidade da história de negros e negras no município de Erechim

Abstract

This final paper of the Pedagogy Course analyzes ethnic-racial relations in the educational context of Erechim/RS, focusing on the Erechim Municipal Territory Guiding Document (DOTME, 2019). The study aims to understand how the municipal curriculum addresses (or silences) Afro-Brazilian history and culture in the Early Years of Elementary Education, identifying the pedagogical strategies developed and the obstacles to implementing Law 10,639/2003 in a city marked by European colonial narratives. The research was articulated around the concept of epistemicide, with the school as a paradoxical institution: while it reproduces racial hierarchies by neglecting African and indigenous knowledge, it can transform into an instrument of decolonization. The qualitative approach combined bibliographic research (laws, decolonial theories, studies about Erechim); document analysis (DOTME guidelines, municipal pedagogical projects, and review of secondary data) and bibliographic review with theorists such as Nilma Gomes (2017), Sueli Carneiro (2005), and bell hooks (2017). This work aims to break the silence about Black childhoods in Erechim, transforming the DOTME into a tool to combat racism and value Black culture. It advocates for a liberating education that names racism and allows Black children to see themselves as subjects of their own history, not as invisible. Throughout three chapters, we demonstrate how the DOTME, despite formally incorporating Laws 10,639/2003 and 11,645/2008, maintains a superficial approach to Afro-Brazilian culture, without connection to local resistance histories such as the Clube Treze de Maio (1949). It is concluded that anti-racist education in Erechim requires curricular revision with community participation; ongoing teacher training; production of didactic materials that confront historical silencing; and creation of monitoring mechanisms, transforming the curriculum from a maintenance instrument to a tool of emancipation.