EDUCATION FOR RACE ETHNIC-RELATIONS

Reflections for na anti-racist path based on law 10.639/2003 and decololonial epistemology in teaching

Abstract

Starting from the current need to reflect on an anti-racist education in the curriculum, considering that the knowledge transmitted within schools tends to reproduce a universalizing Western hegemonic epistemology, disregarding the relevance of black people and knowledge of African and Afro-Brazilian history and culture in the school curriculum , this article aims to contribute to a reflection on the importance of Law 10.639/2003 as an anti-racist way of teaching, which establishes national curricular guidelines for the teaching of African history and culture, as well as understanding how decolonial epistemology is inserted in practice pedagogy can promote anti-racist teaching in the learning process. The article mainly alludes to an approach to race, pointing out how coloniality contributes to the reproduction of Eurocentrism, especially in the basic education textbook. In order to carry out the work, we carried out a bibliographical research, of an analytical-descriptive nature, based on articles by renowned scholars such as: Munanga (2004); Gomes (2010); Mignolo (2017); Strauss (2012); Grosfoguel (2008) among others. Therefore, it is considered that Law 10.639/2003 is a milestone in the history of education, as it contributes to an anti-racist education, and decolonial epistemology is, in fact, a way to overcome Eurocentrism and decolonization of the school curriculum.