Por uma educação decolonial : pensando as políticas educacionais antirracista a partir das vozes dos professores de História do IEMA

Abstract

This work addresses the challenges and obstacles of education in the fight against structural racism in Brazil. It seeks to highlight the need to epistemologically rethink the curricula of undergraduate courses in History, in order to implement themes such as the history of Africa and decolonial education based on black voices. Furthermore, the text points out the contradictions present in current educational policies, such as Law 10,639/2003, which introduces the study of the History of Africa and Africans, but still has gaps, because it remains colonized by European science. Furthermore, it highlights the complexity of breaking with structural racism in a society that remains epistemologically colonized, such as Brazil. These themes are crucial for complete citizenship training and for the construction of a more egalitarian society and this mission has been delivered by the State and society to the school. However, although school can be a powerful tool for building a more just and democratic society, it is necessary to rethink current educational policies and ensure that they promote the emancipation of subalternized black bodies. To achieve these objectives, documentary research and interviews with High School History teachers were carried out. This research enabled the construction of a proposed educational product, organized as a diagnosis, which points out deficiencies in the academic training of history teachers in the implementation of law 10.639/2003. Therefore, there is a pressing need to re-discuss and develop strategies for the real implementation of the aforementioned law in the classroom, through decolonial thinking.