O patrimônio cultural afro-brasileiro na educação infantil: a inclusão da Lei nº 10.639/03 nas práticas educacionais das unidades de educação básica da região central de São Luís - MA

Abstract

The culture and history of afrodescendants and Africans were marked by a derogatory and exclusive discourse, reproduced within the school context in a superficial way and devoid of meanings. Through Law 10.639/03 and official documents that guide its implementation in all levels of education, is possible to correct distortions, break with the cultural domain and establish conditions for their inclusion in educational institutions. In fact, the main objective of this study was to identify the existence of pedagogical practices that contemplate the AfroBrazilian cultural heritage in the municipal schools of São Luís/MA. For that, two following questions were formulated: did children of the municipal education network of São Luís/MA live experiences with the Afro-Brazilian cultural heritage? What educational practices are used in the Basic Education Units (UEB) to insert the Afro-Brazilian cultural heritage in the curriculum? Of qualitative nature and with a descriptive approach, this study included bibliographical researches and field research. Main concepts and authors addressed were Gorender (2010), Del Priore (2016) and Gennari (2008) with history; Choay (2001), Pinheiro (2004) and Polout (2009) with the concept of heritage; Nascimento (2016), Silva (2003), Mattos (2016), Goldman (2015) e Santos (2005) with the formation of the Afro-Brazilian cultural heritage; Cavalleiro (2001, 2003 e 2005), Trindade (2003), Rosemberg (2011) e Silva (2008 e 2009) with child education and ethnic-racial relations. As for field research, two techniques of data collection were used: the interview and the questionnaire. The techniques were applied in five schools of the municipal education network of São Luís/MA and involved the participation of 31 target agents, among teachers, managers and technicians. As data analysis technique, the content analysis was used. Regarding the results, it was concluded that only three of the five schools surveyed include the Afro-Brazilian cultural heritage in their educational practice through didactic sequences and pedagogical projects, working with Law 10.639/03 in their curriculum.