CEAFRO’S HISTORICAL COURSE: CONTRIBUTIONS, CHALLENGES AND EDUCATIONAL POLICIES FOR IMPLEMENTATION OF LAW No. 10,639/2003 IN THE MUNICIPALITY OF VITÓRIA
Name: KÁTIA ALEXANDRA SANTOS BATISTA
Publication date: 18/04/2023
Examining board:
Name |
Role |
|---|---|
| PATRICIA GOMES RUFINO ANDRADE | Advisor |
Summary: This research has as its theme the education of ethnic-racial relations and its objective is to analyze the historical process of the constitution of the Commission for Afro-Brazilian Studies (CEAFRO), the actions developed in the Municipal Secretariat of Education of the city of Vitória, ES, towards the institutionalization of Law 10639/2003. The methodology used was a qualitative approach, presenting itself as a case study. The methodological procedures used to collect data were document analysis and semi-structured interviews with the professionals who served on the committee from 2004 to 2014. The documents researched were the legislations and publications of the Municipal Department of Education related to the anti-racist law with a view to including the teaching of Afro-Brazilian and African history and culture in the municipal education system of the city of Vitória. To compose the narrative, the research uses the main theoretical and methodological foundations of GIL (2012) and Richardson (2012). We dialogue with SANTOS , in "The Critique of Indolent Reason: against the waste of experience". The final product of this work will serve a video documentary of historical records of the actions for the implementation of the legislation of antiracist nature carried out by CEAFRO in the city of vitória as well as a possible resource for teacher training focused on this theme.The analysis of research data made it possible to raise elements on the actions taken by the Municipal Department of Education in the process of implementing the law 10.639/03 in the public school network of the city, as well as the limitations and obstacles that hindered this implementation by the Department of Education,Law 10.639/2003.
