A educação das relações étnico-raciais no ensino de geografia: desafios e possibilidades para uma educação antirracista na rede estadual de ensino no município de Abreu e Lima, Pernambuco

Abstract

The circumstances of education in Brazil has a sturdy relationship with its historical process, which was marked by the presence of Eurocentric knowledge, making invisible or attributing little importance to understanding related to education in ethnic-racial correlation. Over time, various forms of struggles, resistances and assert, especially promoted by black and indigenous social movements, entered the department of education, culminating in the legal instrument of social demand, by Law n°10.639/2003, expanded by Law n° 11,645/2008, which makes it mandatory to include the theme of Afro-Brazilian and Indigenous history and culture in the official curriculum of basic education in Brazil. The inclusion of this issue in the curriculum of basic education, values the historical and cultural diversity of territorial and social formation in Brazil, in addition to contributing to the process of implementing an anti racist education. In this context, classes of geography have a lot to contribute to this discussion, especially in the analysis and reflections on the spatiality of social groups historically marginalized and made invisible in the country, such as blacks and indigenous peoples. This project has as main objective to analyze the contributions of the teaching of Geography to the development of an anti-racist education in the basic education of the state school system in the city of Abreu e Lima – PE. Hence, the methodological procedures used were bibliographical research, documental analysis of legal instruments at national and state level on education of ethnic-racial relations and Political-Pedagogical Projects (PPPs) of schools in the field of this research, as well as semi-structured interviews and application of online questionnaires with geography teachers, pedagogical supervisor and school principals who work in high school in the state public education network in the city of Abreu e Lima. The realization of this research allowed to verify that the PPPs and Geography teaching programs and practices of state high schools in Abreu e Lima are outmoded and/or present gaps with consideration to the development of an education in ethnic-racial relations. It was also found, in general, that geography teachers, pedagogical supervisor and school administrators are progressively aware of the practices of ethnic-racial discrimination in the school context and the issues involving the subject of Afro-Brazilian and Indigenous history and culture. Nonetheless, it is urgent and necessary that classes of geography, among other components of the official curriculum and of the entire school community, engages more in the systematization of proposals, estimate, actions, projects and pedagogical practices that, in fact, contribute to development of an anti racist education in school life day to day of the state school system in the city of Abreu e Lima.