Olhares sobre práticas de ensino presentes nos cadernos escolares: as questões étnico-raciais no Sul do Amazonas

Abstract

This Master’s thesis was produced within the scope of the Graduate Program in Science and Humanities Teaching (Programa de Pós-Graduação em Ensino de Ciências e Humanidades –PPGECH) of the Federal University of Amazonas (UFAM), with the objective to identify ethnic-racial issues in the contents given in the early grades of Elementary School in 2020, from records made by students in their school notebooks in the context of Humaitá, a municipality located in the state of Amazonas (AM), Brazil. The intention was to realize if Law no. 11,645, of March 10, 2008, was effective. The methodology was supported by documentary research, being the empirical material of analysis the students’ notebooks, obtained by the Snowball Sampling technique, based on Baldin and Munhoz (2011). The theoretical framework and the literature used were based on authors that tell the History of Brazil, such as Ribeiro (2015), in others who discuss ethnic-racial issues and the black movement, such as Gomes (2019), in authors who discuss research in the student notebook, such as Kirchner (2018), and in authors that articulate with the field of Cultural Studies and the Modernity/Coloniality Group, including Fanon (2008), Hall (2013), Quijano (2005) and Silva (2013). The results indicate that Law no. 11,645/2008 has not been sufficient to overcome the invisibility of ethnic-racial issues in the curriculum, nor to deconstruct the Eurocentrated version accounted about the Afro-Brazilian and African history and culture posed by the colonialism.