Relações Étnico-Raciais e Educação: a lei nº 10.639/03 e suas implicações no ensino de Arte nos anos finais do Ensino Fundamental das escolas municipais de Montes Claros-MG

Abstract

The research that resulted in this dissertation addresses ethnic-racial relations in Basic Education, focusing on a discussion of Law n° 10.639/03 and its repercussions in the Art curriculum component in the final years of elementary school in the municipal schools of Montes Claros-MG. This law has an impact on formal education by making the teaching of Afro-Brazilian and African History and Culture mandatory in Brazilian schools. From this perspective, this study aimed to understand how Law n° 10.639/03 is reflected in the planning and pedagogical practices of teachers who teach the Curriculum Component of Arts in the final years of elementary school in the municipal schools of Montes Claros-MG. The theoretical framework was based on the epistemological foundations of the field of Education and, specifically, Art and Education, and uses the interpretative lens of decolonial thought, directing its discussions towards the following thematic axes: Cultural Diversity in Basic Education, Education for Ethnic-Racial Relations in Basic Education, and the Curriculum Component of Arts in Basic Education. The research methodology was characterized as qualitative with an exploratory nature. The methodological procedures used were bibliographic research, carried out in works that contemplate the thematic axes of the theoretical framework, documentary research in Brazilian legislation concerning Ethnic-Racial Relations and the teaching of Art in the Basic Education, the National Common Curriculum Base (BNCC), and the Municipal Curriculum Framework of Montes Claros-MG. A survey was also conducted, which used a self-administered questionnaire with closed and open questions directed to teachers of the Curriculum Component of Arts in the final years of elementary school as the data collection instrument. The research universe comprised teachers specializing in Art or one of the artistic languages of the final years of elementary school. For data organization and analysis, Bardin's (2016) content analysis was used. The results indicate that most teachers incorporate issues related to Law n° 10.639/03 into their lesson plans and practices. It became evident that both the BNCC and the Montes Claros Curriculum Framework guide their teaching work. Therefore, it is concluded that, although the content of the Law is present, it still faces significant challenges for its implementation. Its effectiveness depends on integrated actions between public policies, school management, and teacher training, in order to guarantee that art education truly presents itself as a space for valuing cultural diversity