Abstract
This article aimed to understand the contribution of black social movements in defense of the decolonization of the school curriculum, and consequently for the teaching of African and Afro-descendant history and culture, from the perspective of black people and not of the colonizers. In this sense, it analyzes the changes that have been occurring since Law 10.639/03 and Law No. 11.645/2008, a legal framework for the policy that indicates the mandatory inclusion of the theme of Afro-Brazilian, African and indigenous history and culture in basic education. The study pointed out stereotypes suffered by black children in preschool classes, by their peers and teachers, and the impacts of racism in the form of prejudice and discrimination in the formation of the identity of black children. It also pointed out possibilities for interventions based on legal contributions such as security of rights.
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