Perspectivas e desafios da formação de professores em Roraima para efetividade da Lei 10.639

Abstract

This research aimed to spark reflection on continuing teacher education strategies to ensure the effectiveness of Law No. 10.639/03. This law establishes the mandatory teaching of Afro-Brazilian and African history and cultures, encompassing subjects such as History, Art Education, and Literature. However, two decades after the enactment of this law, which advocates the teaching and inclusion of the culture of Afrodescendant and Afro-Brazilian populations through the school curriculum, there is still a perceived need for teacher training that includes content and strategies to address the topic cross-curricularly and regularly. Therefore, actions by departments responsible for teacher training, such as the Roraima Teacher Training Center (CEFORR), can effectively contribute to promoting anti-racist schools. In this context, the research problem can be expressed in the following question: to what extent does the continuing education programs related to ethnic-racial relations provided by CEFORR to teachers contribute to the inclusion of Afro-Brazilian themes in the school curriculum? Therefore, the research aimed to understand the perspectives and challenges for the inclusion of Afro-Brazilian themes in the school curriculum, based on the continuing education pro grams related to ethnic-racial relations offered by CEFORR, given that there is a legal prerogative for the Basic Education curriculum to include the history and culture of Africa and people of African descent. To this end, action research resources were used as a methodology, which provided an understanding of the reality of the teachers who participated in this study while also contributing to reflections on the development of anti-racist stances. The results highlighted the predominance of a structuring factor: the need for a permanent policy of continuing education that ensures the qualified presence of Afro-Brazilian themes in the school curriculum. It became clear that the consolidation of an anti-racist school requires proactive action from the school community, teachers, and the commitment of public authorities to formulate inclusive policies that guarantee the regular provision of training focused on ethnic-racial relations, with pedagogical strategies aligned with the objectives of Law No. 10.639/03, made possible by adequate material and institutional conditions. Finally, the articulation between training centers and the school community emerges as an essential element in transforming legal guidelines into effective pedagogical practices.