Education of ethnic-racial relations: implications and challenges in History teaching.

Abstract

Twenty years since the implementation of law 10.639/03, the struggles for the inclusion of blackness and Afro-Brazilian culture in curricula are still important. A true democratic and inclusive construction. The legislation was a major advance that repaid the debt of Brazilian school curricula in relation to the right of a significant portion of the population to have their stories included. The objective of this article is to produce an assessment of the topic based on a bibliographical survey. The research is based on the hypothesis that, with regard to History teaching, there are two major problems to be overcome: teacher training, which reproduces the quadripartite perspective of historical chronology (ancient, medieval, modern and contemporary ages) and the book didactic, which does not yet include, in its entirety, an epistemological perspective that prioritizes a more plural perspective in relation to the teaching of History. It is possible to infer that these two issues still pose obstacles to the complete development of prejudice-free education in Brazil. The proven bibliography points to the need to use other perspectives for teaching History, especially those that are less traditional and expanded on new epistemologies. Therefore, we conclude by the need to continue building the path for teaching ethnic-racial relations in the classroom, above all, through the consolidation of the History teaching area as a research area and also through the path of more complete training, both within the scope of the University and in the continuing training of teachers.