Decolonizando saberes no ensino e na formação docente: a implementação da Lei 10.639 na prática pedagógica de professores de língua portuguesa de uma escola da rede pública estadual do Ceará

Abstract

In 2023, Law 10,639/003 completed twenty years of validity in Brazilian education. This law provides that the teaching of African culture and history becomes part of the mandatory curricular component in basic education, as an affirmative action policy to combat racist practices through anti-racist education. In this sense, this research addresses the impact of this law on the teaching of the Portuguese Language in a state public school in Fortaleza - Ceará. From a methodological point of view, this is a qualitative action research that attempts to analyze the impact of the law on teaching action, in addition to reflecting and investigating the relevance of continued training for teaching racial literacy. Starting from a decolonial and intersectional perspective (African-American intersectionality theory), this work sheds light on the importance of an interdisciplinary anti-racist education for the teacher. To support this path, questionnaires were applied to teachers in the Area of Languages and Codes and their Technologies at the school in question, the purpose of which was to investigate whether there is in fact the applicability of the law in the institution and what training aspects were offered to teachers in that institution. locus. Furthermore, school data was accessed to better understand the institutional and teaching profile, including observations of the pedagogical actions implemented in that context. Based on the data obtained, our investigation suggests a training workshop as an interventional action, in which the product is a didactic sequence designed for Portuguese language teaching audiences. From a theoretical point of view, we are anchored in Antunes (2009), Akotirene (2018), Almeida (2019), Candau (2013), Ribeiro (2018, 2019), Cosson (2022), Colling (2012), Davis (2016, 2019) Ferrarezi Jr. (2014), Freire (1984,2006), Jouve (2012), Quijano (2005, 2006), Rojo (2009), Tardif (2002), Pimenta (2008), Saviane (2020), Van Djik (2020, 2022), among others. In this sense, given the investigative process, we understand that the data obtained reveal the clear need for educational affirmative actions aiming at continued teacher training for racial literacy in that school community. We believe that our investigation will contribute to the school institution jointly guided by the Department of Education promoting training cycles whose theme focuses on teaching racial literacy and its consequences. Thus, although research has conclusive considerations, these, in turn, are not exhausted, being continuous and subject to transformation and new investigations.