Antiracist education: importance, contributions and the challenges found by teachers qualified for its execution

Abstract

This work aims to analyze the challenges faced by graduates of the African and Afro-Brazilian Studies Course, who work as teachers in basic education, for the implementation of Laws 10.639/2003 and 11.645/2008. Based theoretically on concepts of race, racism, anti-racist education and curriculum, we will analyze the set of laws on education for ethnic-racial relations (EERR), in force in the country, which aim to examine the exercise of anti-racist education; we will highlight not only the importance of this practice in basic networks, but we will also point out the obstacles faced by teachers qualified to implement it. Regarding the methodology, this is a descriptive qualitative research, carried out through a bibliographic survey on the topic, in addition to the application of questionnaires aimed at LIESAFRO graduates who work as teachers in basic education, with the objective of analyzing the barriers and strategies used by them to apply the aforementioned laws. We conclude that despite important advances, including legislative ones, implementing anti-racist education in school systems continues to be a challenge, where obstacles such as the existence of a Eurocentric curriculum, the lack of engagement of the entire school community, both in combating racism and in applying laws regarding Education for ethnic-racial relations, are still constant, thus hindering the work of those committed to this practice.