Public policies for the education of ethnic-racial relationships and quilombola school education

Law nº 10,639/2003 as a mechanism for valorizing the culture of the afrobrazilian population

Abstract

The purpose of this article is to analyze how Law nº 10.639 (Brasil, 2003) contributes to inclusive education, especially quilombola school education. As a research methodology, documentary analysis of the Law and regulations that deal with implementation was used. The theoretical support used to support the analysis were authors such as Quijano (2005), Gomes (2005, 2012), among others who contributed to the understanding of the scenario of education for ethnic-racial relations and quilombola school education, its principles and challenges , as well as to understand the importance of including in the school curriculum what Law nº 10.639 (Brasil, 2003) proposes, so that discussions about the history and culture of the African and Afro-Brazilian population are part of everyday school life, aiming to combat racism and the appreciation of brazilian ethnic-racial diversity. The study showed that the struggle, mainly by the Black Movement, has generated results with regard to the implementation of public policies aimed at the education of the black/quilombola population, such as the historic milestone - the creation of Law nº 10,639 (Brasil, 2003). However, there is a lot to be done, especially when it comes to a scenario that facilitates the implementation of the Law and the decolonization of the curriculum, as barriers, such as the lack of teacher training, for example, are still a reality to be overcome.