Contribuições para o ensino de história e cultura africana e afro-brasileira e indigena a partir da proposta comum curricular do município de Caxias Maranhão

Abstract

This dissertation, titled “Contributions to the Teaching of African, Afro-Brazilian, and Indigenous History and Culture Based on the Common Curriculum Proposal of the Municipality of Caxias, Maranhão” is linked to the Professional Master's Program in History Teaching (ProfHistória) at the Federal University of Maranhão (UFMA). Its central object is the analysis of the Common Curricular Proposal (PCC) of the municipality of Caxias, Maranhão, approved in 2019, regarding the implementation of

Laws No. 10,639/2003 and No. 11,645/2008, which make the teaching of Afro- Brazilian, African and Indigenous history and culture mandatory in basic education.The

research departs from the finding that, although Brazil has a robust legal framework for promoting antiracist education, the implementation of these policies in everyday school life still faces structural, pedagogical and formative barriers. In this context, the

municipality of Caxias, located in eastern Maranhão and marked by a rich Afro- Indigenous historical heritage, presents itself as a privileged field of investigation. The

research is qualitative in nature, with an exploratory and descriptive approach, combining documentary and field research. As a data collection instrument, a digital questionnaire was applied to 23 History teachers from the final years of Elementary School in the municipal network.Data analysis was based on Content Analysis according to Laurence Bardin (2011), which identified thematic categories related to teachers' knowledge of the PCC, pedagogical practices and formative demands. The results show that, although the Caxias Curricular Proposal formally acknowledges the importance of ethnic-racial relations and Afro-Indigenous themes, its implementation is characterized by punctual and commemorative approaches, low content systematization, absence of consistent methodological guidelines and insufficient continuing education for teachers. A significant asymmetry is also observed: Law No. 10,639/2003 receives relatively more consolidated treatment, while Law No. 11,645/2008, regarding indigenous peoples, remains largely unexplored. As an educational product resulting from the research, a continuing education proposal was

developed entitled "Identities in the Classroom: Ethnic-Racial Relations, Afro- Indigenous History and Local Knowledge," structured in six face-to-face meetings

totaling 24 hours of training, grounded in decolonial and antiracist theoretical perspectives and articulated with the local history of the municipality.The research draws on theoretical references such as Jörn Rüsen, Paul Ricoeur, Nilma Lino Gomes, Kabengele Munanga, Catherine Walsh, bell hooks, Paulo Freire, António Nóvoa and Maurice Tardif, among others, articulating history, education and decoloniality. The results contribute to the debate on the democratization of school curricula and the construction of a truly antiracist, plural and socially just school.