Educação étnico-racial no livro didático do ensino fundamental

Abstract

This survey intends to observe how it has effected the Law 10.639 / 03 (BRAZIL, 2003), which makes it compulsory in primary schools and secondary schools, official and private, teaching about history and African culture and Afro-Brazilian. In this sense, the study is literature, because its focus is the textbook Portuguese. We intend to show how the collection Portuguese languages to elementary school, final years, authored by Wiliam Roberto Cereja e TherezaCocharMagalhães, for the three years 2014, 2015 and 2016, published in 2012 by EditoraSaraiva, is the ethnic-racial issue. It is understood that the textbook is one of the main aid of tools to teachers to develop teaching-learning process. In the case of the Portuguese language, the texts and images used for language teaching can compose a narrative statement of ethnic issues or, on the contrary, contribute to an intensification of prejudice and devaluation of African and Afro-descendant culture. In addition to the indicated and mentioned law collection, it was also considered the national curricular guidelines for the education of ethnic-racial relations in the teaching of History and Afro-Brazilian and African (BRAZIL, 2004) and authors who discuss the textbook, as Tagliani (2011) and Sáe Ferreira (2014) among others. The results achieved indicate quea analyzed collection, with regard to the ethnic-racial issue, despite seeking an adjustment to the law also does not address the issue in order to present satisfactorily, an affirmative and positive speech about the history and culture of the people African and African descent.