Abstract
This study is a reflection on Law 10.639 / 2003, with a brief history of said legislation, through bibliographical references, from a critical-theoretical approach. We also reflect on the role of professionals involved in the teaching-learning process, and on candomble as an element of struggle and resistance in the Afro-Brazilian cultural historical process. In a social context in which one can perceive the re-updating of the colonial structure, we seek theoretical bases that allow us to affirm that racism is the main element that contributes to the exclusion of religions from African matrices and the discrimination of its adherents.
Highlights
This study is a reflection on Law 10.639 / 2003, with a brief history of said legislation, through bibliographical references, from a critical-theoretical approach
De acordo com Gomes a educação étnico-racial é aquela em que as crianças, os adolescentes, os jovens e os adultos negros e brancos, ao passarem pela escola básica, questionem a si mesmos nos seus próprios preconceitos, tornem-se dispostos a mudar posturas e práticas discriminatórias, reconheçam a beleza e a riqueza das diferenças e compreendam como essas foram transformadas em desigualdades nas relações de poder e de dominação. (Gomes, 2013, p.83)
Altera a Lei no 9.394, de 20 de dezembro de 1996, que estabelece as diretrizes e bases da educação nacional, para incluir no currículo oficial da Rede de Ensino a obrigatoriedade da temática "História e Cultura Afro-Brasileira", e dá outras providências
Summary
This study is a reflection on Law 10.639 / 2003, with a brief history of said legislation, through bibliographical references, from a critical-theoretical approach. Refletiu-se, também, sobre a Lei 10.639/03, que estabelece as diretrizes e bases da educação nacional para incluir, no currículo oficial da rede de ensino, a obrigatoriedade da temática história e cultura afro-brasileira, e sua aplicação no ambiente escolar.
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