Afro-Brazilian and indigenous history and culture: a study on the implementation of law no. 11.645 / 08 in the programmatic content of public schools in Caucaia / CE

• Autor(a) principal: Barbalho, Alexandre Almeida
• Data de Publicação: 2018
• Outros Autores: Rodirgues, Renata Cordeiro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Diálogo
• Texto Completo: https://revistas.unilasalle.edu.br/index.php/Dialogo/article/view/4601
• topic: Law 11.645/08; african-brazilian and indigenous culture; public municipal schools; Lei 11.645/08; cultura afro-brasileira e indígena; escolas públicas municipais

The teaching of “Afro-Brazilian and Indigenous History and Culture” is mandatory in public and private educational establishments, as of the enactment of Law No. 11,645 of March 10, 2008, which amends Law No. 9,394 of 20 of December 1996, which establishes the guidelines and bases of national education. The implementation of the sanctioned Law, aims to spread black and indigenous cultures within the framework of the formation of Brazilian society. This research deals with issues inherent to the applicability of the referent Law in school settings. A qualitative and quantitative study was carried out with the application of questionnaires to the 8th and 9th grade students from two schools located in the Municipality of Caucaia, State of Ceará, where, through external visits, it was also possible to study through observation, as well as a literature review, that could provide a search for the understanding of the achievements related to the process of cultural identity formation. Therefore, the main objective of this study is to investigate the development of the implementation of Law No. 11,645, of March 10, 2008, in the school spaces, and the insertion of thematic, in the programmatic contents. The compulsory teaching of the themes proposed by the Law implies the need to approach teaching in all disciplines of the basic education curriculum, which includes elementary and secondary education. From this work, it was possible to observe the lack of knowledge of some educators and the school community about the Law and the obligation of their studies and, therefore, the lack of preparation to disseminate such knowledge or deal with issues related to discrimination and prejudice, present in daily life from the students.